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Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of the Indian Speech and Hearing Association, Bangalore, India.

2019         Nag, S. Keynote. Emergent and early literacy: how children learn to use a writing system. Diversity of writing systems: embracing multiple perspectives. The 12th International Workshop of the Association for Written Language and Literacy, University of Cambridge, UK.

2019        Nag, S. Keynote. Quality and scale: tools, programmes & adults learning. The Literacy   Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.

2018         Nag, S. Inaugural Lecture. Literacy and Foundation Learning in Multilingual India. Department of Education, University of Oxford.

2017         Nag, S. Keynote. Literacy in multilingual India. (Room to Read: New Delhi) Interview.

2017         Nag, S. KeynoteA learning mechanisms perspective on reading and writing development: insights from Asia. In the Annual Conference of the Association for Reading and Writing in Asia (ARWA). (Education University, Hong Kong)

2016         Nag, S. Keynote.  On literacy learning: some old and some new constructs. 3rd Annual Meeting of the Association for Cognitive Science, Gandhinagar: India.

2016         Nag, S. Learning to read in akshara-based languages, National Brain Research Centre (NBRC), Manesar, India.

2016        Nag, S. Oral Language and Learning to Read.  The Global Literacy Special Interest Group’s Highlighted Session on ‘The next generation of reading interventions: The importance of assessing & teaching oral language skills in L1’, Comparative and International Education Society (CIES) annual meeting in Vancouver, Canada http://globalreadingnetwork.net/resources/oral-language-and-learning-read

2016        Nag, S. & Snowling, M. J. Interventions for language and literacy learning for difficult-to-reach children, Symposium Chair with accepted papers on interventions in the UK and Brazil (low-income homes), Romania (Roma children), Luxembourg (Portuguese immigrant children), and the developing countries (low-income communities), Symposium to be held at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016        Nag, S. Torgerson, C., Asfaha, Y., Griffiths, Y., Reen, C., Chiat, S., and Snowling, M. J., Literacy and foundation learning in low- and middle-income countries: a synthesis of intervention studies. Paper to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016       Loff, A., Vale, A. P, Mircovic, J., Moll, K., Snowling, M. J. & Nag, S. The Role of Grammatical Complexity and Verbal Memory on Sentence Repetition in Portuguese Speaking Children. Poster to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2015       Bhide, A, Perfetti, C., Wang, J., Luo, W., Vijay, N., Maries, A. & Nag, S.  Improving akshara knowledge via a mobile game. Poster presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, USA.

2015       Nag, S. Early Childhood Foundations for Learning. Symposium on Development and Learning; Global Education: Early Childhood and Beyond, St John’s College, Oxford

2015       Nag, S. Worlds without fear: School Cultures.  Invited Lecture in the Center for Learning (CFL) Conference, Bangalore, India.

2015      Nag, S. The cognitive bases of reading. Invited presentation in the National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, organized by Room to Read, Delhi, India.

2015      Nag, S. The cognitive bases of reading. National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, Room to Read, India.

2014      Nag, S. & Vagh, S.B. Home language and literacy environments: a rigorous review of research from developing countries. Institute of Education, London, UK.

2014       Venkatesh, L., Krishna, M. & Nag, S. Towards use of sentence repetition for screening of language skills in Kannada: Preliminary observations from children in first grade. Paper presented at the annual conference of the Indian Speech and Hearing Association, Kochi, India.

2014      Nag, S. Literacy learning in developing countries: Findings from a rigorous review. Institute of Education, Centre for Literacy and Multilingualism University of Reading, UK.

2013      Winskell, H. & Nag, S. Literacy development in the alphasyllabaries. Symposium Chair with papers on Sinhala, Thai, Kannada, Telugu and Korean Hangul, Symposium held at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. & Snowling, M. J.  Children’s phonemic performance: Does location matter? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013     Venkatesh, L., Bhavani, G., Rupela, V. & Nag, S.  Syllable awareness in an alphasyllabary: Observations from syllable segmentation abilities of Telugu speaking children. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. Reading the Indic Alphasyllabaries: findings from acquisition studies. Invited papers in Symposium on ‘Learning to Read: Child and Machine’, School of Computer & Information Sciences and the Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2013      Nag, S.  Language for Literacy and Mathematical Reasoning.  Invited paper presented at the International Symposium on Advances in Language-Cognition Research, Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012     Lall R., Sutar, L. & Nag, S. The tiger who had a cold. Changes in children’s story writing following a language programme. Poster presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012     Sircar, S. & Nag, S. Spelling development in young Bengali readers, paper presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012  Nag, S., Mircovik, J. & Snowling, M. J. Sentence repetitions of bilingual children:
a multi-factorial study examining individual differences in the first language
. Paper presented in the International Conference on Bilingualism and Comparative Linguistics, Chinese University of Hong Kong, Hong Kong.

2012     Nag, S. Symbol learning across writing systems, Symposium Chair with papers on Chinese, Kannada, Arabic and European orthographies from Labs in 6 countries, at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal

2012     Nag, S., Snowling, M. J., Hulme, C. & Quinlan, P. Learning the Kannada akshara: the role of child and symbol characteristics. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal.

2011      Nag, S. Bengalooru and Bangalore: How does the multilingual context of an expanding city play out in its classrooms?, Paper presented at the VC’s Interdisciplinary Seminar on Megacities, University of York, UK.

2011     Nag, S. Reading acquisition across writing systems. Invited presentation, Language, Cognition and Development Seminars. School of Psychology, Bangor University

2011      Nag S. & Snowling, M. J. Another view of literacy acquisition in English: findings from a study of children learning to read two writing systems. Invited presentation at the International Conference on Reading, Spelling and Writing Development, Enhancing Literacy Development in European Languages, Prague, Czech Republic.

2011     Nag S. & Snowling, M. J. Repeat after me… What do children’s responses tell us about the foundations of literacy acquisition in the first and second language, paper presented at 8th International Conference of the British Dyslexia Association, Harrogate, UK.

2010      Nag, S. Re-thinking support:  the hidden school-to-work challenges for individuals with Special NeedsSymposium Chair, invited symposium in the International Conference on Guidance and Counselling of the International Educational and Vocational Guidance and The Promise Foundation, Bangalore, India.

2010      Nag, S. Children’s reading development: learning about sounds, symbols and cross-modal mappings, Invited paper, International Conference on Cognitive Development, Center of Cognitive and Behavioural Sciences, University of Allahabad, India.

2009      Nag, S. The visuo-spatially complex Kannada alphasyllabary, The London Symposium on Writing Systems, Institute of Education, UK.

2009     Nag, S. The visuo-spatially complex Kannada alphasyllabary, Invited paper, The London Symposium on Writing Systems, Institute of Education, UK.

2008      Nag, S. Dyslexia and the Indian akshara: emerging trends, Symposium chair, invited symposium in the International conference of the British Dyslexia Association, Harrogate, UK.

2007      Nag, S. Akshara, alphabet and learning; Invited paper in the International Conference on Cognition and Learning:  Theory and practice, Udaipur, India.

2005     Nag, S. Language Attainments and Learning Opportunities: pointers for a new curriculum framework, Invited address as member of National Focus Group – English Language, National Curriculum Framework Review of the National Council for Educational Research and Training (NCERT), New Delhi, India.

2001      Nag, S. Communicating Strategies on ECCSGD – Experiences with communities in Karnataka, invited paper presented in the workshop for Southern States on “Communication Strategies for Early Childhood Care, Survival, Growth and Development” organised by the Commissionerate of Social Welfare (ICDS), Tamil Nadu and UNICEF, Chennai, India.

2000     Nag-Arulmani S., Arulmani, G., Lata, R., & Sutar, L., The emergence of literacy and creativity amongst tribals and forest dwellers:  our experiences with a remedial education programme, invited presentation at the Southern Region NGOs conference conducted by National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

1993      Nag-Arulmani, S. Stress and the young child, invited paper presented at the national conference on Stress and the Pre-school Child organised by Teachers Centre and the National Council of Educational Research and Training (NCERT), Calcutta, India.

 JOURNAL ARTICLES 

  1. , S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Bhide, A., Luo, W., Vijay, N., Perfetti, C., Wang, J., & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149–2178. https://doi.org/10.1007/s11145-019-09934-x
  3. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2019). Cognitive predictors of word reading in Sinhala, Reading and Writing, 32, 1881–1907. https://doi.org/10.1007/s11145-018-9927-5
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  8. Aravind, S., Nag, S., & Arulmani, G. (2015). A learning skills approach to the career assessment of individuals with dyslexia. Career Planning & Adult Development Journal, 31(4), 162-171.
  9. Moll, K., Hulme, C., Nag, S. & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics. 36, 203-221. doi:10.1017/S0142716413000
  10. Nag, S. (2014) Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  11. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  12. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014): Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16. doi:10.1080/10888438.2014.892489
  13. Aravind, S. & Nag, S. (Dec., 2013) Exploring career assessment frameworks for children with learning disabilities. Journal of the Indian Association for Career and Livelihood Planning. 2(1).
  14. Nag, S. (2013). Low literacy attainments in school and approaches to diagnosis: An exploratory study. Contemporary Education Dialogue, 10(2) 197- 221.
  15. Sircar, S. & Nag, S. (2013). Children’s intuitive syllabification of intervocalic consonant clusters in Bengali: the role of sonority, phonotactics and akshara. The EFL Journal. 4(2): 35-52.
  16. Nag, S., & Snowling, M. J. (2012) Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423. doi:10.1080/10888438.2011.576352
  17. Nag S., & Snowling M. (July, 2011). Cognitive profiles of poor readers of Kannada, Reading and Writing: an Interdisciplinary Journal, 24(6), 657-676. doi: 10.1007/s11145-010-9258-7
  18. Nag, S., & Snowling, M. (June, 2011). Reading comprehension, decoding and oral language, The EFLU Journal, English and Foreign Languages University, 2(2), 75-93.
  19. Nag, S. (2011). Re-thinking support:  the hidden school-to-work challenges for individuals with Special Needs. International Journal of Educational and Vocational Guidance. 11(2), 125 – 137. doi: 10.1007/s10775-011-9203-6
  20. Nag, S., Treiman, R., & Snowling, M. (March, 2010). Learning to Spell in an Alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41-52. doi: 10.1093/wsr/wsq001
  21. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.
  22. Nag, S. (July, 2006). Literacy for all: Chipping away at the ceiling, NORRAG NEWS, 37, Special Issue on Educating and training out of poverty.
  23. Arulmani, G., & Nag, S. (July, 2006). Capacity building for career counselling. Seminar, Special Issue on Education and Livelihoods.
  24. Nag-Arulmani, S. (July, 2004). Is remedial education going the counselling way? Contemporary Education Dialogue 2, 129-132. doi:1177/097318490400200113
  25. Nag-Arulmani, S., Reddy, V., & Buckley, S. (2003). Targeting Phonological representations can help in the early stages of reading in a non-dominant language.  Journal of Research in Reading, 26(1), 49-68. Special Issue on the Development of Literacy among Bilingual and Multilingual Children.
  26. Nag, S., & Rao, S. L. (1999). Remediation of attention deficits in mild head injury. Neurology India. 47(1), 32-39.
  27. Nag-Arulmani, S., & Rao, S. L. (September, 1997). Tests of Attention. Indian Journal of Clinical Psychology. 24(2), 167-70.

 REPORTS

  1. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development.
  2. Nag S, Chiat S, Torgerson C, Snowling MJ (2014) Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4
  3. Nag, S. and Sircar, S. (2008). Learning to read in Bengali: Report of a Survey of five Kolkata primary schools. Bangalore: The Promise Foundation.
  4. Chamarajanagar Stories: Reflections on language, literacy and learning (2007). Bangalore: The Promise Foundation and National Institute of Advanced Studies.
  5. Arulmani, G. & Nag S. (2006). Work Orientations and Responses to Career Choices: Indian Regional Survey (WORCC-IRS). Bangalore: The Promise Foundation.
  6. Nag-Arulmani, S. & Kishen, R. (1998). Stimulation Programmes with village women in fifty two villages in Deodurg Taluk, Raichur, Karnataka. Bangalore: The Promise Foundation.
  7. Nag, S. (1997). Difficulties in reading, spelling, writing and number work in Kannada and Tamil medium schools. Bangalore: The Promise Foundation.
  8. Nag-Arulmani, S. & Rajendran, V. (1996) Stimulation programmes in anganwadis in six slums in Bangalore. Bangalore: The Promise Foundation.

OTHER 

  1. The Oxford University’s Public Engagement with Research portal: Putting children first: sharing research evidence (2021).
  2. Government of Meghalaya, India (2021). Expert member of the State Early Childhood Mission.
  3. Government of Karnataka, India (2018-present). Technical lead for early childhood curriculum reform: focus on emergent literacy. Working group comprising NGO, University, Government and UNICEF.
  4. Nag, S. (2019). Variability in learning contexts and learning to read. Teaching Struggling Readers Around the World World Learning and The Chinese University of Hong Kong (CUHK).
  5. Nag, S. & Arulmani, G. (March 2015). Needs analysis of eight schools under the Bruhat Bengaluru Mahanagara Palike (the Bangalore City Corporation): Final Report. Bangalore: The Promise Foundation.
  6. Nag, S. (March, 2012). The learning disorders: a multi-factorial perspective. First brainstorming meeting of the National Programme on Educational Neuroscience, National Brain Research Center (NBRC) and the Department of Science and Technology, India.
  7. Nag, S. (2010). Children with reading difficulties. For 25 years of community service report of Seva-in-Action, Bangalore: Seva-in-Action.
  8. Nag, S. (October, 2009). Inclusive classrooms for children with different language learning needs, Learning Curve, 13, 43 – 45. Special Issue on Language Learning, Bangalore: Azim Premji Foundation.
  9. National Curriculum Framework, National Council for Educational Research and Training (NCF, NCERT) (2004 – 2005). Member of Focus Group on language curriculum and English in Indian primary schools.
  10. A policy and strategy for the Government of Rwanda, Ministry of Education on a mission with UNICEF, Rwanda (2003). The draft policy and strategy were vetted by the Parliament in 2006 and became operational in the provinces soon after.

 For further information see here.

 

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of the Indian Speech and Hearing Association, Bangalore, India.

2019         Nag, S. Keynote. Emergent and early literacy: how children learn to use a writing system. Diversity of writing systems: embracing multiple perspectives. The 12th International Workshop of the Association for Written Language and Literacy, University of Cambridge, UK.

2019        Nag, S. Keynote. Quality and scale: tools, programmes & adults learning. The Literacy   Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.

2018         Nag, S. Inaugural Lecture. Literacy and Foundation Learning in Multilingual India. Department of Education, University of Oxford.

2017         Nag, S. Keynote. Literacy in multilingual India. (Room to Read: New Delhi) Interview.

2017         Nag, S. KeynoteA learning mechanisms perspective on reading and writing development: insights from Asia. In the Annual Conference of the Association for Reading and Writing in Asia (ARWA). (Education University, Hong Kong)

2016         Nag, S. Keynote.  On literacy learning: some old and some new constructs. 3rd Annual Meeting of the Association for Cognitive Science, Gandhinagar: India.

2016         Nag, S. Learning to read in akshara-based languages, National Brain Research Centre (NBRC), Manesar, India.

2016        Nag, S. Oral Language and Learning to Read.  The Global Literacy Special Interest Group’s Highlighted Session on ‘The next generation of reading interventions: The importance of assessing & teaching oral language skills in L1’, Comparative and International Education Society (CIES) annual meeting in Vancouver, Canada http://globalreadingnetwork.net/resources/oral-language-and-learning-read

2016        Nag, S. & Snowling, M. J. Interventions for language and literacy learning for difficult-to-reach children, Symposium Chair with accepted papers on interventions in the UK and Brazil (low-income homes), Romania (Roma children), Luxembourg (Portuguese immigrant children), and the developing countries (low-income communities), Symposium to be held at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016        Nag, S. Torgerson, C., Asfaha, Y., Griffiths, Y., Reen, C., Chiat, S., and Snowling, M. J., Literacy and foundation learning in low- and middle-income countries: a synthesis of intervention studies. Paper to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016       Loff, A., Vale, A. P, Mircovic, J., Moll, K., Snowling, M. J. & Nag, S. The Role of Grammatical Complexity and Verbal Memory on Sentence Repetition in Portuguese Speaking Children. Poster to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2015       Bhide, A, Perfetti, C., Wang, J., Luo, W., Vijay, N., Maries, A. & Nag, S.  Improving akshara knowledge via a mobile game. Poster presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, USA.

2015       Nag, S. Early Childhood Foundations for Learning. Symposium on Development and Learning; Global Education: Early Childhood and Beyond, St John’s College, Oxford

2015       Nag, S. Worlds without fear: School Cultures.  Invited Lecture in the Center for Learning (CFL) Conference, Bangalore, India.

2015      Nag, S. The cognitive bases of reading. Invited presentation in the National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, organized by Room to Read, Delhi, India.

2015      Nag, S. The cognitive bases of reading. National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, Room to Read, India.

2014      Nag, S. & Vagh, S.B. Home language and literacy environments: a rigorous review of research from developing countries. Institute of Education, London, UK.

2014       Venkatesh, L., Krishna, M. & Nag, S. Towards use of sentence repetition for screening of language skills in Kannada: Preliminary observations from children in first grade. Paper presented at the annual conference of the Indian Speech and Hearing Association, Kochi, India.

2014      Nag, S. Literacy learning in developing countries: Findings from a rigorous review. Institute of Education, Centre for Literacy and Multilingualism University of Reading, UK.

2013      Winskell, H. & Nag, S. Literacy development in the alphasyllabaries. Symposium Chair with papers on Sinhala, Thai, Kannada, Telugu and Korean Hangul, Symposium held at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. & Snowling, M. J.  Children’s phonemic performance: Does location matter? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013     Venkatesh, L., Bhavani, G., Rupela, V. & Nag, S.  Syllable awareness in an alphasyllabary: Observations from syllable segmentation abilities of Telugu speaking children. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. Reading the Indic Alphasyllabaries: findings from acquisition studies. Invited papers in Symposium on ‘Learning to Read: Child and Machine’, School of Computer & Information Sciences and the Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2013      Nag, S.  Language for Literacy and Mathematical Reasoning.  Invited paper presented at the International Symposium on Advances in Language-Cognition Research, Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012     Lall R., Sutar, L. & Nag, S. The tiger who had a cold. Changes in children’s story writing following a language programme. Poster presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012     Sircar, S. & Nag, S. Spelling development in young Bengali readers, paper presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012  Nag, S., Mircovik, J. & Snowling, M. J. Sentence repetitions of bilingual children:
a multi-factorial study examining individual differences in the first language
. Paper presented in the International Conference on Bilingualism and Comparative Linguistics, Chinese University of Hong Kong, Hong Kong.

2012     Nag, S. Symbol learning across writing systems, Symposium Chair with papers on Chinese, Kannada, Arabic and European orthographies from Labs in 6 countries, at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal

2012     Nag, S., Snowling, M. J., Hulme, C. & Quinlan, P. Learning the Kannada akshara: the role of child and symbol characteristics. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal.

2011      Nag, S. Bengalooru and Bangalore: How does the multilingual context of an expanding city play out in its classrooms?, Paper presented at the VC’s Interdisciplinary Seminar on Megacities, University of York, UK.

2011     Nag, S. Reading acquisition across writing systems. Invited presentation, Language, Cognition and Development Seminars. School of Psychology, Bangor University

2011      Nag S. & Snowling, M. J. Another view of literacy acquisition in English: findings from a study of children learning to read two writing systems. Invited presentation at the International Conference on Reading, Spelling and Writing Development, Enhancing Literacy Development in European Languages, Prague, Czech Republic.

2011     Nag S. & Snowling, M. J. Repeat after me… What do children’s responses tell us about the foundations of literacy acquisition in the first and second language, paper presented at 8th International Conference of the British Dyslexia Association, Harrogate, UK.

2010      Nag, S. Re-thinking support:  the hidden school-to-work challenges for individuals with Special NeedsSymposium Chair, invited symposium in the International Conference on Guidance and Counselling of the International Educational and Vocational Guidance and The Promise Foundation, Bangalore, India.

2010      Nag, S. Children’s reading development: learning about sounds, symbols and cross-modal mappings, Invited paper, International Conference on Cognitive Development, Center of Cognitive and Behavioural Sciences, University of Allahabad, India.

2009      Nag, S. The visuo-spatially complex Kannada alphasyllabary, The London Symposium on Writing Systems, Institute of Education, UK.

2009     Nag, S. The visuo-spatially complex Kannada alphasyllabary, Invited paper, The London Symposium on Writing Systems, Institute of Education, UK.

2008      Nag, S. Dyslexia and the Indian akshara: emerging trends, Symposium chair, invited symposium in the International conference of the British Dyslexia Association, Harrogate, UK.

2007      Nag, S. Akshara, alphabet and learning; Invited paper in the International Conference on Cognition and Learning:  Theory and practice, Udaipur, India.

2005     Nag, S. Language Attainments and Learning Opportunities: pointers for a new curriculum framework, Invited address as member of National Focus Group – English Language, National Curriculum Framework Review of the National Council for Educational Research and Training (NCERT), New Delhi, India.

2001      Nag, S. Communicating Strategies on ECCSGD – Experiences with communities in Karnataka, invited paper presented in the workshop for Southern States on “Communication Strategies for Early Childhood Care, Survival, Growth and Development” organised by the Commissionerate of Social Welfare (ICDS), Tamil Nadu and UNICEF, Chennai, India.

2000     Nag-Arulmani S., Arulmani, G., Lata, R., & Sutar, L., The emergence of literacy and creativity amongst tribals and forest dwellers:  our experiences with a remedial education programme, invited presentation at the Southern Region NGOs conference conducted by National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

1993      Nag-Arulmani, S. Stress and the young child, invited paper presented at the national conference on Stress and the Pre-school Child organised by Teachers Centre and the National Council of Educational Research and Training (NCERT), Calcutta, India.

 JOURNAL ARTICLES 

  1. , S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Bhide, A., Luo, W., Vijay, N., Perfetti, C., Wang, J., & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149–2178. https://doi.org/10.1007/s11145-019-09934-x
  3. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2019). Cognitive predictors of word reading in Sinhala, Reading and Writing, 32, 1881–1907. https://doi.org/10.1007/s11145-018-9927-5
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  8. Aravind, S., Nag, S., & Arulmani, G. (2015). A learning skills approach to the career assessment of individuals with dyslexia. Career Planning & Adult Development Journal, 31(4), 162-171.
  9. Moll, K., Hulme, C., Nag, S. & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics. 36, 203-221. doi:10.1017/S0142716413000
  10. Nag, S. (2014) Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  11. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  12. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014): Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16. doi:10.1080/10888438.2014.892489
  13. Aravind, S. & Nag, S. (Dec., 2013) Exploring career assessment frameworks for children with learning disabilities. Journal of the Indian Association for Career and Livelihood Planning. 2(1).
  14. Nag, S. (2013). Low literacy attainments in school and approaches to diagnosis: An exploratory study. Contemporary Education Dialogue, 10(2) 197- 221.
  15. Sircar, S. & Nag, S. (2013). Children’s intuitive syllabification of intervocalic consonant clusters in Bengali: the role of sonority, phonotactics and akshara. The EFL Journal. 4(2): 35-52.
  16. Nag, S., & Snowling, M. J. (2012) Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423. doi:10.1080/10888438.2011.576352
  17. Nag S., & Snowling M. (July, 2011). Cognitive profiles of poor readers of Kannada, Reading and Writing: an Interdisciplinary Journal, 24(6), 657-676. doi: 10.1007/s11145-010-9258-7
  18. Nag, S., & Snowling, M. (June, 2011). Reading comprehension, decoding and oral language, The EFLU Journal, English and Foreign Languages University, 2(2), 75-93.
  19. Nag, S. (2011). Re-thinking support:  the hidden school-to-work challenges for individuals with Special Needs. International Journal of Educational and Vocational Guidance. 11(2), 125 – 137. doi: 10.1007/s10775-011-9203-6
  20. Nag, S., Treiman, R., & Snowling, M. (March, 2010). Learning to Spell in an Alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41-52. doi: 10.1093/wsr/wsq001
  21. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.
  22. Nag, S. (July, 2006). Literacy for all: Chipping away at the ceiling, NORRAG NEWS, 37, Special Issue on Educating and training out of poverty.
  23. Arulmani, G., & Nag, S. (July, 2006). Capacity building for career counselling. Seminar, Special Issue on Education and Livelihoods.
  24. Nag-Arulmani, S. (July, 2004). Is remedial education going the counselling way? Contemporary Education Dialogue 2, 129-132. doi:1177/097318490400200113
  25. Nag-Arulmani, S., Reddy, V., & Buckley, S. (2003). Targeting Phonological representations can help in the early stages of reading in a non-dominant language.  Journal of Research in Reading, 26(1), 49-68. Special Issue on the Development of Literacy among Bilingual and Multilingual Children.
  26. Nag, S., & Rao, S. L. (1999). Remediation of attention deficits in mild head injury. Neurology India. 47(1), 32-39.
  27. Nag-Arulmani, S., & Rao, S. L. (September, 1997). Tests of Attention. Indian Journal of Clinical Psychology. 24(2), 167-70.

 REPORTS

  1. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development.
  2. Nag S, Chiat S, Torgerson C, Snowling MJ (2014) Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4
  3. Nag, S. and Sircar, S. (2008). Learning to read in Bengali: Report of a Survey of five Kolkata primary schools. Bangalore: The Promise Foundation.
  4. Chamarajanagar Stories: Reflections on language, literacy and learning (2007). Bangalore: The Promise Foundation and National Institute of Advanced Studies.
  5. Arulmani, G. & Nag S. (2006). Work Orientations and Responses to Career Choices: Indian Regional Survey (WORCC-IRS). Bangalore: The Promise Foundation.
  6. Nag-Arulmani, S. & Kishen, R. (1998). Stimulation Programmes with village women in fifty two villages in Deodurg Taluk, Raichur, Karnataka. Bangalore: The Promise Foundation.
  7. Nag, S. (1997). Difficulties in reading, spelling, writing and number work in Kannada and Tamil medium schools. Bangalore: The Promise Foundation.
  8. Nag-Arulmani, S. & Rajendran, V. (1996) Stimulation programmes in anganwadis in six slums in Bangalore. Bangalore: The Promise Foundation.

OTHER 

  1. The Oxford University’s Public Engagement with Research portal: Putting children first: sharing research evidence (2021).
  2. Government of Meghalaya, India (2021). Expert member of the State Early Childhood Mission.
  3. Government of Karnataka, India (2018-present). Technical lead for early childhood curriculum reform: focus on emergent literacy. Working group comprising NGO, University, Government and UNICEF.
  4. Nag, S. (2019). Variability in learning contexts and learning to read. Teaching Struggling Readers Around the World World Learning and The Chinese University of Hong Kong (CUHK).
  5. Nag, S. & Arulmani, G. (March 2015). Needs analysis of eight schools under the Bruhat Bengaluru Mahanagara Palike (the Bangalore City Corporation): Final Report. Bangalore: The Promise Foundation.
  6. Nag, S. (March, 2012). The learning disorders: a multi-factorial perspective. First brainstorming meeting of the National Programme on Educational Neuroscience, National Brain Research Center (NBRC) and the Department of Science and Technology, India.
  7. Nag, S. (2010). Children with reading difficulties. For 25 years of community service report of Seva-in-Action, Bangalore: Seva-in-Action.
  8. Nag, S. (October, 2009). Inclusive classrooms for children with different language learning needs, Learning Curve, 13, 43 – 45. Special Issue on Language Learning, Bangalore: Azim Premji Foundation.
  9. National Curriculum Framework, National Council for Educational Research and Training (NCF, NCERT) (2004 – 2005). Member of Focus Group on language curriculum and English in Indian primary schools.
  10. A policy and strategy for the Government of Rwanda, Ministry of Education on a mission with UNICEF, Rwanda (2003). The draft policy and strategy were vetted by the Parliament in 2006 and became operational in the provinces soon after.

 For further information see here.

 

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of the Indian Speech and Hearing Association, Bangalore, India.

2019         Nag, S. Keynote. Emergent and early literacy: how children learn to use a writing system. Diversity of writing systems: embracing multiple perspectives. The 12th International Workshop of the Association for Written Language and Literacy, University of Cambridge, UK.

2019        Nag, S. Keynote. Quality and scale: tools, programmes & adults learning. The Literacy   Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.

2018         Nag, S. Inaugural Lecture. Literacy and Foundation Learning in Multilingual India. Department of Education, University of Oxford.

2017         Nag, S. Keynote. Literacy in multilingual India. (Room to Read: New Delhi) Interview.

2017         Nag, S. KeynoteA learning mechanisms perspective on reading and writing development: insights from Asia. In the Annual Conference of the Association for Reading and Writing in Asia (ARWA). (Education University, Hong Kong)

2016         Nag, S. Keynote.  On literacy learning: some old and some new constructs. 3rd Annual Meeting of the Association for Cognitive Science, Gandhinagar: India.

2016         Nag, S. Learning to read in akshara-based languages, National Brain Research Centre (NBRC), Manesar, India.

2016        Nag, S. Oral Language and Learning to Read.  The Global Literacy Special Interest Group’s Highlighted Session on ‘The next generation of reading interventions: The importance of assessing & teaching oral language skills in L1’, Comparative and International Education Society (CIES) annual meeting in Vancouver, Canada http://globalreadingnetwork.net/resources/oral-language-and-learning-read

2016        Nag, S. & Snowling, M. J. Interventions for language and literacy learning for difficult-to-reach children, Symposium Chair with accepted papers on interventions in the UK and Brazil (low-income homes), Romania (Roma children), Luxembourg (Portuguese immigrant children), and the developing countries (low-income communities), Symposium to be held at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016        Nag, S. Torgerson, C., Asfaha, Y., Griffiths, Y., Reen, C., Chiat, S., and Snowling, M. J., Literacy and foundation learning in low- and middle-income countries: a synthesis of intervention studies. Paper to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016       Loff, A., Vale, A. P, Mircovic, J., Moll, K., Snowling, M. J. & Nag, S. The Role of Grammatical Complexity and Verbal Memory on Sentence Repetition in Portuguese Speaking Children. Poster to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2015       Bhide, A, Perfetti, C., Wang, J., Luo, W., Vijay, N., Maries, A. & Nag, S.  Improving akshara knowledge via a mobile game. Poster presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, USA.

2015       Nag, S. Early Childhood Foundations for Learning. Symposium on Development and Learning; Global Education: Early Childhood and Beyond, St John’s College, Oxford

2015       Nag, S. Worlds without fear: School Cultures.  Invited Lecture in the Center for Learning (CFL) Conference, Bangalore, India.

2015      Nag, S. The cognitive bases of reading. Invited presentation in the National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, organized by Room to Read, Delhi, India.

2015      Nag, S. The cognitive bases of reading. National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, Room to Read, India.

2014      Nag, S. & Vagh, S.B. Home language and literacy environments: a rigorous review of research from developing countries. Institute of Education, London, UK.

2014       Venkatesh, L., Krishna, M. & Nag, S. Towards use of sentence repetition for screening of language skills in Kannada: Preliminary observations from children in first grade. Paper presented at the annual conference of the Indian Speech and Hearing Association, Kochi, India.

2014      Nag, S. Literacy learning in developing countries: Findings from a rigorous review. Institute of Education, Centre for Literacy and Multilingualism University of Reading, UK.

2013      Winskell, H. & Nag, S. Literacy development in the alphasyllabaries. Symposium Chair with papers on Sinhala, Thai, Kannada, Telugu and Korean Hangul, Symposium held at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. & Snowling, M. J.  Children’s phonemic performance: Does location matter? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013     Venkatesh, L., Bhavani, G., Rupela, V. & Nag, S.  Syllable awareness in an alphasyllabary: Observations from syllable segmentation abilities of Telugu speaking children. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. Reading the Indic Alphasyllabaries: findings from acquisition studies. Invited papers in Symposium on ‘Learning to Read: Child and Machine’, School of Computer & Information Sciences and the Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2013      Nag, S.  Language for Literacy and Mathematical Reasoning.  Invited paper presented at the International Symposium on Advances in Language-Cognition Research, Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012     Lall R., Sutar, L. & Nag, S. The tiger who had a cold. Changes in children’s story writing following a language programme. Poster presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012     Sircar, S. & Nag, S. Spelling development in young Bengali readers, paper presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012  Nag, S., Mircovik, J. & Snowling, M. J. Sentence repetitions of bilingual children:
a multi-factorial study examining individual differences in the first language
. Paper presented in the International Conference on Bilingualism and Comparative Linguistics, Chinese University of Hong Kong, Hong Kong.

2012     Nag, S. Symbol learning across writing systems, Symposium Chair with papers on Chinese, Kannada, Arabic and European orthographies from Labs in 6 countries, at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal

2012     Nag, S., Snowling, M. J., Hulme, C. & Quinlan, P. Learning the Kannada akshara: the role of child and symbol characteristics. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal.

2011      Nag, S. Bengalooru and Bangalore: How does the multilingual context of an expanding city play out in its classrooms?, Paper presented at the VC’s Interdisciplinary Seminar on Megacities, University of York, UK.

2011     Nag, S. Reading acquisition across writing systems. Invited presentation, Language, Cognition and Development Seminars. School of Psychology, Bangor University

2011      Nag S. & Snowling, M. J. Another view of literacy acquisition in English: findings from a study of children learning to read two writing systems. Invited presentation at the International Conference on Reading, Spelling and Writing Development, Enhancing Literacy Development in European Languages, Prague, Czech Republic.

2011     Nag S. & Snowling, M. J. Repeat after me… What do children’s responses tell us about the foundations of literacy acquisition in the first and second language, paper presented at 8th International Conference of the British Dyslexia Association, Harrogate, UK.

2010      Nag, S. Re-thinking support:  the hidden school-to-work challenges for individuals with Special NeedsSymposium Chair, invited symposium in the International Conference on Guidance and Counselling of the International Educational and Vocational Guidance and The Promise Foundation, Bangalore, India.

2010      Nag, S. Children’s reading development: learning about sounds, symbols and cross-modal mappings, Invited paper, International Conference on Cognitive Development, Center of Cognitive and Behavioural Sciences, University of Allahabad, India.

2009      Nag, S. The visuo-spatially complex Kannada alphasyllabary, The London Symposium on Writing Systems, Institute of Education, UK.

2009     Nag, S. The visuo-spatially complex Kannada alphasyllabary, Invited paper, The London Symposium on Writing Systems, Institute of Education, UK.

2008      Nag, S. Dyslexia and the Indian akshara: emerging trends, Symposium chair, invited symposium in the International conference of the British Dyslexia Association, Harrogate, UK.

2007      Nag, S. Akshara, alphabet and learning; Invited paper in the International Conference on Cognition and Learning:  Theory and practice, Udaipur, India.

2005     Nag, S. Language Attainments and Learning Opportunities: pointers for a new curriculum framework, Invited address as member of National Focus Group – English Language, National Curriculum Framework Review of the National Council for Educational Research and Training (NCERT), New Delhi, India.

2001      Nag, S. Communicating Strategies on ECCSGD – Experiences with communities in Karnataka, invited paper presented in the workshop for Southern States on “Communication Strategies for Early Childhood Care, Survival, Growth and Development” organised by the Commissionerate of Social Welfare (ICDS), Tamil Nadu and UNICEF, Chennai, India.

2000     Nag-Arulmani S., Arulmani, G., Lata, R., & Sutar, L., The emergence of literacy and creativity amongst tribals and forest dwellers:  our experiences with a remedial education programme, invited presentation at the Southern Region NGOs conference conducted by National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

1993      Nag-Arulmani, S. Stress and the young child, invited paper presented at the national conference on Stress and the Pre-school Child organised by Teachers Centre and the National Council of Educational Research and Training (NCERT), Calcutta, India.

 JOURNAL ARTICLES 

  1. , S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Bhide, A., Luo, W., Vijay, N., Perfetti, C., Wang, J., & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149–2178. https://doi.org/10.1007/s11145-019-09934-x
  3. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2019). Cognitive predictors of word reading in Sinhala, Reading and Writing, 32, 1881–1907. https://doi.org/10.1007/s11145-018-9927-5
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  8. Aravind, S., Nag, S., & Arulmani, G. (2015). A learning skills approach to the career assessment of individuals with dyslexia. Career Planning & Adult Development Journal, 31(4), 162-171.
  9. Moll, K., Hulme, C., Nag, S. & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics. 36, 203-221. doi:10.1017/S0142716413000
  10. Nag, S. (2014) Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  11. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  12. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014): Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16. doi:10.1080/10888438.2014.892489
  13. Aravind, S. & Nag, S. (Dec., 2013) Exploring career assessment frameworks for children with learning disabilities. Journal of the Indian Association for Career and Livelihood Planning. 2(1).
  14. Nag, S. (2013). Low literacy attainments in school and approaches to diagnosis: An exploratory study. Contemporary Education Dialogue, 10(2) 197- 221.
  15. Sircar, S. & Nag, S. (2013). Children’s intuitive syllabification of intervocalic consonant clusters in Bengali: the role of sonority, phonotactics and akshara. The EFL Journal. 4(2): 35-52.
  16. Nag, S., & Snowling, M. J. (2012) Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423. doi:10.1080/10888438.2011.576352
  17. Nag S., & Snowling M. (July, 2011). Cognitive profiles of poor readers of Kannada, Reading and Writing: an Interdisciplinary Journal, 24(6), 657-676. doi: 10.1007/s11145-010-9258-7
  18. Nag, S., & Snowling, M. (June, 2011). Reading comprehension, decoding and oral language, The EFLU Journal, English and Foreign Languages University, 2(2), 75-93.
  19. Nag, S. (2011). Re-thinking support:  the hidden school-to-work challenges for individuals with Special Needs. International Journal of Educational and Vocational Guidance. 11(2), 125 – 137. doi: 10.1007/s10775-011-9203-6
  20. Nag, S., Treiman, R., & Snowling, M. (March, 2010). Learning to Spell in an Alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41-52. doi: 10.1093/wsr/wsq001
  21. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.
  22. Nag, S. (July, 2006). Literacy for all: Chipping away at the ceiling, NORRAG NEWS, 37, Special Issue on Educating and training out of poverty.
  23. Arulmani, G., & Nag, S. (July, 2006). Capacity building for career counselling. Seminar, Special Issue on Education and Livelihoods.
  24. Nag-Arulmani, S. (July, 2004). Is remedial education going the counselling way? Contemporary Education Dialogue 2, 129-132. doi:1177/097318490400200113
  25. Nag-Arulmani, S., Reddy, V., & Buckley, S. (2003). Targeting Phonological representations can help in the early stages of reading in a non-dominant language.  Journal of Research in Reading, 26(1), 49-68. Special Issue on the Development of Literacy among Bilingual and Multilingual Children.
  26. Nag, S., & Rao, S. L. (1999). Remediation of attention deficits in mild head injury. Neurology India. 47(1), 32-39.
  27. Nag-Arulmani, S., & Rao, S. L. (September, 1997). Tests of Attention. Indian Journal of Clinical Psychology. 24(2), 167-70.

 REPORTS

  1. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development.
  2. Nag S, Chiat S, Torgerson C, Snowling MJ (2014) Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4
  3. Nag, S. and Sircar, S. (2008). Learning to read in Bengali: Report of a Survey of five Kolkata primary schools. Bangalore: The Promise Foundation.
  4. Chamarajanagar Stories: Reflections on language, literacy and learning (2007). Bangalore: The Promise Foundation and National Institute of Advanced Studies.
  5. Arulmani, G. & Nag S. (2006). Work Orientations and Responses to Career Choices: Indian Regional Survey (WORCC-IRS). Bangalore: The Promise Foundation.
  6. Nag-Arulmani, S. & Kishen, R. (1998). Stimulation Programmes with village women in fifty two villages in Deodurg Taluk, Raichur, Karnataka. Bangalore: The Promise Foundation.
  7. Nag, S. (1997). Difficulties in reading, spelling, writing and number work in Kannada and Tamil medium schools. Bangalore: The Promise Foundation.
  8. Nag-Arulmani, S. & Rajendran, V. (1996) Stimulation programmes in anganwadis in six slums in Bangalore. Bangalore: The Promise Foundation.

OTHER 

  1. The Oxford University’s Public Engagement with Research portal: Putting children first: sharing research evidence (2021).
  2. Government of Meghalaya, India (2021). Expert member of the State Early Childhood Mission.
  3. Government of Karnataka, India (2018-present). Technical lead for early childhood curriculum reform: focus on emergent literacy. Working group comprising NGO, University, Government and UNICEF.
  4. Nag, S. (2019). Variability in learning contexts and learning to read. Teaching Struggling Readers Around the World World Learning and The Chinese University of Hong Kong (CUHK).
  5. Nag, S. & Arulmani, G. (March 2015). Needs analysis of eight schools under the Bruhat Bengaluru Mahanagara Palike (the Bangalore City Corporation): Final Report. Bangalore: The Promise Foundation.
  6. Nag, S. (March, 2012). The learning disorders: a multi-factorial perspective. First brainstorming meeting of the National Programme on Educational Neuroscience, National Brain Research Center (NBRC) and the Department of Science and Technology, India.
  7. Nag, S. (2010). Children with reading difficulties. For 25 years of community service report of Seva-in-Action, Bangalore: Seva-in-Action.
  8. Nag, S. (October, 2009). Inclusive classrooms for children with different language learning needs, Learning Curve, 13, 43 – 45. Special Issue on Language Learning, Bangalore: Azim Premji Foundation.
  9. National Curriculum Framework, National Council for Educational Research and Training (NCF, NCERT) (2004 – 2005). Member of Focus Group on language curriculum and English in Indian primary schools.
  10. A policy and strategy for the Government of Rwanda, Ministry of Education on a mission with UNICEF, Rwanda (2003). The draft policy and strategy were vetted by the Parliament in 2006 and became operational in the provinces soon after.

 For further information see here.

 

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of the Indian Speech and Hearing Association, Bangalore, India.

2019         Nag, S. Keynote. Emergent and early literacy: how children learn to use a writing system. Diversity of writing systems: embracing multiple perspectives. The 12th International Workshop of the Association for Written Language and Literacy, University of Cambridge, UK.

2019        Nag, S. Keynote. Quality and scale: tools, programmes & adults learning. The Literacy   Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.

2018         Nag, S. Inaugural Lecture. Literacy and Foundation Learning in Multilingual India. Department of Education, University of Oxford.

2017         Nag, S. Keynote. Literacy in multilingual India. (Room to Read: New Delhi) Interview.

2017         Nag, S. KeynoteA learning mechanisms perspective on reading and writing development: insights from Asia. In the Annual Conference of the Association for Reading and Writing in Asia (ARWA). (Education University, Hong Kong)

2016         Nag, S. Keynote.  On literacy learning: some old and some new constructs. 3rd Annual Meeting of the Association for Cognitive Science, Gandhinagar: India.

2016         Nag, S. Learning to read in akshara-based languages, National Brain Research Centre (NBRC), Manesar, India.

2016        Nag, S. Oral Language and Learning to Read.  The Global Literacy Special Interest Group’s Highlighted Session on ‘The next generation of reading interventions: The importance of assessing & teaching oral language skills in L1’, Comparative and International Education Society (CIES) annual meeting in Vancouver, Canada http://globalreadingnetwork.net/resources/oral-language-and-learning-read

2016        Nag, S. & Snowling, M. J. Interventions for language and literacy learning for difficult-to-reach children, Symposium Chair with accepted papers on interventions in the UK and Brazil (low-income homes), Romania (Roma children), Luxembourg (Portuguese immigrant children), and the developing countries (low-income communities), Symposium to be held at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016        Nag, S. Torgerson, C., Asfaha, Y., Griffiths, Y., Reen, C., Chiat, S., and Snowling, M. J., Literacy and foundation learning in low- and middle-income countries: a synthesis of intervention studies. Paper to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016       Loff, A., Vale, A. P, Mircovic, J., Moll, K., Snowling, M. J. & Nag, S. The Role of Grammatical Complexity and Verbal Memory on Sentence Repetition in Portuguese Speaking Children. Poster to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2015       Bhide, A, Perfetti, C., Wang, J., Luo, W., Vijay, N., Maries, A. & Nag, S.  Improving akshara knowledge via a mobile game. Poster presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, USA.

2015       Nag, S. Early Childhood Foundations for Learning. Symposium on Development and Learning; Global Education: Early Childhood and Beyond, St John’s College, Oxford

2015       Nag, S. Worlds without fear: School Cultures.  Invited Lecture in the Center for Learning (CFL) Conference, Bangalore, India.

2015      Nag, S. The cognitive bases of reading. Invited presentation in the National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, organized by Room to Read, Delhi, India.

2015      Nag, S. The cognitive bases of reading. National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, Room to Read, India.

2014      Nag, S. & Vagh, S.B. Home language and literacy environments: a rigorous review of research from developing countries. Institute of Education, London, UK.

2014       Venkatesh, L., Krishna, M. & Nag, S. Towards use of sentence repetition for screening of language skills in Kannada: Preliminary observations from children in first grade. Paper presented at the annual conference of the Indian Speech and Hearing Association, Kochi, India.

2014      Nag, S. Literacy learning in developing countries: Findings from a rigorous review. Institute of Education, Centre for Literacy and Multilingualism University of Reading, UK.

2013      Winskell, H. & Nag, S. Literacy development in the alphasyllabaries. Symposium Chair with papers on Sinhala, Thai, Kannada, Telugu and Korean Hangul, Symposium held at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. & Snowling, M. J.  Children’s phonemic performance: Does location matter? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013     Venkatesh, L., Bhavani, G., Rupela, V. & Nag, S.  Syllable awareness in an alphasyllabary: Observations from syllable segmentation abilities of Telugu speaking children. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. Reading the Indic Alphasyllabaries: findings from acquisition studies. Invited papers in Symposium on ‘Learning to Read: Child and Machine’, School of Computer & Information Sciences and the Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2013      Nag, S.  Language for Literacy and Mathematical Reasoning.  Invited paper presented at the International Symposium on Advances in Language-Cognition Research, Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012     Lall R., Sutar, L. & Nag, S. The tiger who had a cold. Changes in children’s story writing following a language programme. Poster presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012     Sircar, S. & Nag, S. Spelling development in young Bengali readers, paper presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012  Nag, S., Mircovik, J. & Snowling, M. J. Sentence repetitions of bilingual children:
a multi-factorial study examining individual differences in the first language
. Paper presented in the International Conference on Bilingualism and Comparative Linguistics, Chinese University of Hong Kong, Hong Kong.

2012     Nag, S. Symbol learning across writing systems, Symposium Chair with papers on Chinese, Kannada, Arabic and European orthographies from Labs in 6 countries, at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal

2012     Nag, S., Snowling, M. J., Hulme, C. & Quinlan, P. Learning the Kannada akshara: the role of child and symbol characteristics. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal.

2011      Nag, S. Bengalooru and Bangalore: How does the multilingual context of an expanding city play out in its classrooms?, Paper presented at the VC’s Interdisciplinary Seminar on Megacities, University of York, UK.

2011     Nag, S. Reading acquisition across writing systems. Invited presentation, Language, Cognition and Development Seminars. School of Psychology, Bangor University

2011      Nag S. & Snowling, M. J. Another view of literacy acquisition in English: findings from a study of children learning to read two writing systems. Invited presentation at the International Conference on Reading, Spelling and Writing Development, Enhancing Literacy Development in European Languages, Prague, Czech Republic.

2011     Nag S. & Snowling, M. J. Repeat after me… What do children’s responses tell us about the foundations of literacy acquisition in the first and second language, paper presented at 8th International Conference of the British Dyslexia Association, Harrogate, UK.

2010      Nag, S. Re-thinking support:  the hidden school-to-work challenges for individuals with Special NeedsSymposium Chair, invited symposium in the International Conference on Guidance and Counselling of the International Educational and Vocational Guidance and The Promise Foundation, Bangalore, India.

2010      Nag, S. Children’s reading development: learning about sounds, symbols and cross-modal mappings, Invited paper, International Conference on Cognitive Development, Center of Cognitive and Behavioural Sciences, University of Allahabad, India.

2009      Nag, S. The visuo-spatially complex Kannada alphasyllabary, The London Symposium on Writing Systems, Institute of Education, UK.

2009     Nag, S. The visuo-spatially complex Kannada alphasyllabary, Invited paper, The London Symposium on Writing Systems, Institute of Education, UK.

2008      Nag, S. Dyslexia and the Indian akshara: emerging trends, Symposium chair, invited symposium in the International conference of the British Dyslexia Association, Harrogate, UK.

2007      Nag, S. Akshara, alphabet and learning; Invited paper in the International Conference on Cognition and Learning:  Theory and practice, Udaipur, India.

2005     Nag, S. Language Attainments and Learning Opportunities: pointers for a new curriculum framework, Invited address as member of National Focus Group – English Language, National Curriculum Framework Review of the National Council for Educational Research and Training (NCERT), New Delhi, India.

2001      Nag, S. Communicating Strategies on ECCSGD – Experiences with communities in Karnataka, invited paper presented in the workshop for Southern States on “Communication Strategies for Early Childhood Care, Survival, Growth and Development” organised by the Commissionerate of Social Welfare (ICDS), Tamil Nadu and UNICEF, Chennai, India.

2000     Nag-Arulmani S., Arulmani, G., Lata, R., & Sutar, L., The emergence of literacy and creativity amongst tribals and forest dwellers:  our experiences with a remedial education programme, invited presentation at the Southern Region NGOs conference conducted by National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

1993      Nag-Arulmani, S. Stress and the young child, invited paper presented at the national conference on Stress and the Pre-school Child organised by Teachers Centre and the National Council of Educational Research and Training (NCERT), Calcutta, India.

 JOURNAL ARTICLES 

  1. , S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Bhide, A., Luo, W., Vijay, N., Perfetti, C., Wang, J., & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149–2178. https://doi.org/10.1007/s11145-019-09934-x
  3. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2019). Cognitive predictors of word reading in Sinhala, Reading and Writing, 32, 1881–1907. https://doi.org/10.1007/s11145-018-9927-5
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  8. Aravind, S., Nag, S., & Arulmani, G. (2015). A learning skills approach to the career assessment of individuals with dyslexia. Career Planning & Adult Development Journal, 31(4), 162-171.
  9. Moll, K., Hulme, C., Nag, S. & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics. 36, 203-221. doi:10.1017/S0142716413000
  10. Nag, S. (2014) Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  11. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  12. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014): Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16. doi:10.1080/10888438.2014.892489
  13. Aravind, S. & Nag, S. (Dec., 2013) Exploring career assessment frameworks for children with learning disabilities. Journal of the Indian Association for Career and Livelihood Planning. 2(1).
  14. Nag, S. (2013). Low literacy attainments in school and approaches to diagnosis: An exploratory study. Contemporary Education Dialogue, 10(2) 197- 221.
  15. Sircar, S. & Nag, S. (2013). Children’s intuitive syllabification of intervocalic consonant clusters in Bengali: the role of sonority, phonotactics and akshara. The EFL Journal. 4(2): 35-52.
  16. Nag, S., & Snowling, M. J. (2012) Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423. doi:10.1080/10888438.2011.576352
  17. Nag S., & Snowling M. (July, 2011). Cognitive profiles of poor readers of Kannada, Reading and Writing: an Interdisciplinary Journal, 24(6), 657-676. doi: 10.1007/s11145-010-9258-7
  18. Nag, S., & Snowling, M. (June, 2011). Reading comprehension, decoding and oral language, The EFLU Journal, English and Foreign Languages University, 2(2), 75-93.
  19. Nag, S. (2011). Re-thinking support:  the hidden school-to-work challenges for individuals with Special Needs. International Journal of Educational and Vocational Guidance. 11(2), 125 – 137. doi: 10.1007/s10775-011-9203-6
  20. Nag, S., Treiman, R., & Snowling, M. (March, 2010). Learning to Spell in an Alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41-52. doi: 10.1093/wsr/wsq001
  21. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.
  22. Nag, S. (July, 2006). Literacy for all: Chipping away at the ceiling, NORRAG NEWS, 37, Special Issue on Educating and training out of poverty.
  23. Arulmani, G., & Nag, S. (July, 2006). Capacity building for career counselling. Seminar, Special Issue on Education and Livelihoods.
  24. Nag-Arulmani, S. (July, 2004). Is remedial education going the counselling way? Contemporary Education Dialogue 2, 129-132. doi:1177/097318490400200113
  25. Nag-Arulmani, S., Reddy, V., & Buckley, S. (2003). Targeting Phonological representations can help in the early stages of reading in a non-dominant language.  Journal of Research in Reading, 26(1), 49-68. Special Issue on the Development of Literacy among Bilingual and Multilingual Children.
  26. Nag, S., & Rao, S. L. (1999). Remediation of attention deficits in mild head injury. Neurology India. 47(1), 32-39.
  27. Nag-Arulmani, S., & Rao, S. L. (September, 1997). Tests of Attention. Indian Journal of Clinical Psychology. 24(2), 167-70.

 REPORTS

  1. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development.
  2. Nag S, Chiat S, Torgerson C, Snowling MJ (2014) Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4
  3. Nag, S. and Sircar, S. (2008). Learning to read in Bengali: Report of a Survey of five Kolkata primary schools. Bangalore: The Promise Foundation.
  4. Chamarajanagar Stories: Reflections on language, literacy and learning (2007). Bangalore: The Promise Foundation and National Institute of Advanced Studies.
  5. Arulmani, G. & Nag S. (2006). Work Orientations and Responses to Career Choices: Indian Regional Survey (WORCC-IRS). Bangalore: The Promise Foundation.
  6. Nag-Arulmani, S. & Kishen, R. (1998). Stimulation Programmes with village women in fifty two villages in Deodurg Taluk, Raichur, Karnataka. Bangalore: The Promise Foundation.
  7. Nag, S. (1997). Difficulties in reading, spelling, writing and number work in Kannada and Tamil medium schools. Bangalore: The Promise Foundation.
  8. Nag-Arulmani, S. & Rajendran, V. (1996) Stimulation programmes in anganwadis in six slums in Bangalore. Bangalore: The Promise Foundation.

OTHER 

  1. The Oxford University’s Public Engagement with Research portal: Putting children first: sharing research evidence (2021).
  2. Government of Meghalaya, India (2021). Expert member of the State Early Childhood Mission.
  3. Government of Karnataka, India (2018-present). Technical lead for early childhood curriculum reform: focus on emergent literacy. Working group comprising NGO, University, Government and UNICEF.
  4. Nag, S. (2019). Variability in learning contexts and learning to read. Teaching Struggling Readers Around the World World Learning and The Chinese University of Hong Kong (CUHK).
  5. Nag, S. & Arulmani, G. (March 2015). Needs analysis of eight schools under the Bruhat Bengaluru Mahanagara Palike (the Bangalore City Corporation): Final Report. Bangalore: The Promise Foundation.
  6. Nag, S. (March, 2012). The learning disorders: a multi-factorial perspective. First brainstorming meeting of the National Programme on Educational Neuroscience, National Brain Research Center (NBRC) and the Department of Science and Technology, India.
  7. Nag, S. (2010). Children with reading difficulties. For 25 years of community service report of Seva-in-Action, Bangalore: Seva-in-Action.
  8. Nag, S. (October, 2009). Inclusive classrooms for children with different language learning needs, Learning Curve, 13, 43 – 45. Special Issue on Language Learning, Bangalore: Azim Premji Foundation.
  9. National Curriculum Framework, National Council for Educational Research and Training (NCF, NCERT) (2004 – 2005). Member of Focus Group on language curriculum and English in Indian primary schools.
  10. A policy and strategy for the Government of Rwanda, Ministry of Education on a mission with UNICEF, Rwanda (2003). The draft policy and strategy were vetted by the Parliament in 2006 and became operational in the provinces soon after.

 For further information see here.

 

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of the Indian Speech and Hearing Association, Bangalore, India.

2019         Nag, S. Keynote. Emergent and early literacy: how children learn to use a writing system. Diversity of writing systems: embracing multiple perspectives. The 12th International Workshop of the Association for Written Language and Literacy, University of Cambridge, UK.

2019        Nag, S. Keynote. Quality and scale: tools, programmes & adults learning. The Literacy   Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.

2018         Nag, S. Inaugural Lecture. Literacy and Foundation Learning in Multilingual India. Department of Education, University of Oxford.

2017         Nag, S. Keynote. Literacy in multilingual India. (Room to Read: New Delhi) Interview.

2017         Nag, S. KeynoteA learning mechanisms perspective on reading and writing development: insights from Asia. In the Annual Conference of the Association for Reading and Writing in Asia (ARWA). (Education University, Hong Kong)

2016         Nag, S. Keynote.  On literacy learning: some old and some new constructs. 3rd Annual Meeting of the Association for Cognitive Science, Gandhinagar: India.

2016         Nag, S. Learning to read in akshara-based languages, National Brain Research Centre (NBRC), Manesar, India.

2016        Nag, S. Oral Language and Learning to Read.  The Global Literacy Special Interest Group’s Highlighted Session on ‘The next generation of reading interventions: The importance of assessing & teaching oral language skills in L1’, Comparative and International Education Society (CIES) annual meeting in Vancouver, Canada http://globalreadingnetwork.net/resources/oral-language-and-learning-read

2016        Nag, S. & Snowling, M. J. Interventions for language and literacy learning for difficult-to-reach children, Symposium Chair with accepted papers on interventions in the UK and Brazil (low-income homes), Romania (Roma children), Luxembourg (Portuguese immigrant children), and the developing countries (low-income communities), Symposium to be held at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016        Nag, S. Torgerson, C., Asfaha, Y., Griffiths, Y., Reen, C., Chiat, S., and Snowling, M. J., Literacy and foundation learning in low- and middle-income countries: a synthesis of intervention studies. Paper to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016       Loff, A., Vale, A. P, Mircovic, J., Moll, K., Snowling, M. J. & Nag, S. The Role of Grammatical Complexity and Verbal Memory on Sentence Repetition in Portuguese Speaking Children. Poster to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2015       Bhide, A, Perfetti, C., Wang, J., Luo, W., Vijay, N., Maries, A. & Nag, S.  Improving akshara knowledge via a mobile game. Poster presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, USA.

2015       Nag, S. Early Childhood Foundations for Learning. Symposium on Development and Learning; Global Education: Early Childhood and Beyond, St John’s College, Oxford

2015       Nag, S. Worlds without fear: School Cultures.  Invited Lecture in the Center for Learning (CFL) Conference, Bangalore, India.

2015      Nag, S. The cognitive bases of reading. Invited presentation in the National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, organized by Room to Read, Delhi, India.

2015      Nag, S. The cognitive bases of reading. National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, Room to Read, India.

2014      Nag, S. & Vagh, S.B. Home language and literacy environments: a rigorous review of research from developing countries. Institute of Education, London, UK.

2014       Venkatesh, L., Krishna, M. & Nag, S. Towards use of sentence repetition for screening of language skills in Kannada: Preliminary observations from children in first grade. Paper presented at the annual conference of the Indian Speech and Hearing Association, Kochi, India.

2014      Nag, S. Literacy learning in developing countries: Findings from a rigorous review. Institute of Education, Centre for Literacy and Multilingualism University of Reading, UK.

2013      Winskell, H. & Nag, S. Literacy development in the alphasyllabaries. Symposium Chair with papers on Sinhala, Thai, Kannada, Telugu and Korean Hangul, Symposium held at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. & Snowling, M. J.  Children’s phonemic performance: Does location matter? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013     Venkatesh, L., Bhavani, G., Rupela, V. & Nag, S.  Syllable awareness in an alphasyllabary: Observations from syllable segmentation abilities of Telugu speaking children. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. Reading the Indic Alphasyllabaries: findings from acquisition studies. Invited papers in Symposium on ‘Learning to Read: Child and Machine’, School of Computer & Information Sciences and the Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2013      Nag, S.  Language for Literacy and Mathematical Reasoning.  Invited paper presented at the International Symposium on Advances in Language-Cognition Research, Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012     Lall R., Sutar, L. & Nag, S. The tiger who had a cold. Changes in children’s story writing following a language programme. Poster presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012     Sircar, S. & Nag, S. Spelling development in young Bengali readers, paper presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012  Nag, S., Mircovik, J. & Snowling, M. J. Sentence repetitions of bilingual children:
a multi-factorial study examining individual differences in the first language
. Paper presented in the International Conference on Bilingualism and Comparative Linguistics, Chinese University of Hong Kong, Hong Kong.

2012     Nag, S. Symbol learning across writing systems, Symposium Chair with papers on Chinese, Kannada, Arabic and European orthographies from Labs in 6 countries, at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal

2012     Nag, S., Snowling, M. J., Hulme, C. & Quinlan, P. Learning the Kannada akshara: the role of child and symbol characteristics. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal.

2011      Nag, S. Bengalooru and Bangalore: How does the multilingual context of an expanding city play out in its classrooms?, Paper presented at the VC’s Interdisciplinary Seminar on Megacities, University of York, UK.

2011     Nag, S. Reading acquisition across writing systems. Invited presentation, Language, Cognition and Development Seminars. School of Psychology, Bangor University

2011      Nag S. & Snowling, M. J. Another view of literacy acquisition in English: findings from a study of children learning to read two writing systems. Invited presentation at the International Conference on Reading, Spelling and Writing Development, Enhancing Literacy Development in European Languages, Prague, Czech Republic.

2011     Nag S. & Snowling, M. J. Repeat after me… What do children’s responses tell us about the foundations of literacy acquisition in the first and second language, paper presented at 8th International Conference of the British Dyslexia Association, Harrogate, UK.

2010      Nag, S. Re-thinking support:  the hidden school-to-work challenges for individuals with Special NeedsSymposium Chair, invited symposium in the International Conference on Guidance and Counselling of the International Educational and Vocational Guidance and The Promise Foundation, Bangalore, India.

2010      Nag, S. Children’s reading development: learning about sounds, symbols and cross-modal mappings, Invited paper, International Conference on Cognitive Development, Center of Cognitive and Behavioural Sciences, University of Allahabad, India.

2009      Nag, S. The visuo-spatially complex Kannada alphasyllabary, The London Symposium on Writing Systems, Institute of Education, UK.

2009     Nag, S. The visuo-spatially complex Kannada alphasyllabary, Invited paper, The London Symposium on Writing Systems, Institute of Education, UK.

2008      Nag, S. Dyslexia and the Indian akshara: emerging trends, Symposium chair, invited symposium in the International conference of the British Dyslexia Association, Harrogate, UK.

2007      Nag, S. Akshara, alphabet and learning; Invited paper in the International Conference on Cognition and Learning:  Theory and practice, Udaipur, India.

2005     Nag, S. Language Attainments and Learning Opportunities: pointers for a new curriculum framework, Invited address as member of National Focus Group – English Language, National Curriculum Framework Review of the National Council for Educational Research and Training (NCERT), New Delhi, India.

2001      Nag, S. Communicating Strategies on ECCSGD – Experiences with communities in Karnataka, invited paper presented in the workshop for Southern States on “Communication Strategies for Early Childhood Care, Survival, Growth and Development” organised by the Commissionerate of Social Welfare (ICDS), Tamil Nadu and UNICEF, Chennai, India.

2000     Nag-Arulmani S., Arulmani, G., Lata, R., & Sutar, L., The emergence of literacy and creativity amongst tribals and forest dwellers:  our experiences with a remedial education programme, invited presentation at the Southern Region NGOs conference conducted by National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

1993      Nag-Arulmani, S. Stress and the young child, invited paper presented at the national conference on Stress and the Pre-school Child organised by Teachers Centre and the National Council of Educational Research and Training (NCERT), Calcutta, India.

 JOURNAL ARTICLES 

  1. , S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Bhide, A., Luo, W., Vijay, N., Perfetti, C., Wang, J., & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149–2178. https://doi.org/10.1007/s11145-019-09934-x
  3. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2019). Cognitive predictors of word reading in Sinhala, Reading and Writing, 32, 1881–1907. https://doi.org/10.1007/s11145-018-9927-5
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  8. Aravind, S., Nag, S., & Arulmani, G. (2015). A learning skills approach to the career assessment of individuals with dyslexia. Career Planning & Adult Development Journal, 31(4), 162-171.
  9. Moll, K., Hulme, C., Nag, S. & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics. 36, 203-221. doi:10.1017/S0142716413000
  10. Nag, S. (2014) Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  11. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  12. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014): Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16. doi:10.1080/10888438.2014.892489
  13. Aravind, S. & Nag, S. (Dec., 2013) Exploring career assessment frameworks for children with learning disabilities. Journal of the Indian Association for Career and Livelihood Planning. 2(1).
  14. Nag, S. (2013). Low literacy attainments in school and approaches to diagnosis: An exploratory study. Contemporary Education Dialogue, 10(2) 197- 221.
  15. Sircar, S. & Nag, S. (2013). Children’s intuitive syllabification of intervocalic consonant clusters in Bengali: the role of sonority, phonotactics and akshara. The EFL Journal. 4(2): 35-52.
  16. Nag, S., & Snowling, M. J. (2012) Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423. doi:10.1080/10888438.2011.576352
  17. Nag S., & Snowling M. (July, 2011). Cognitive profiles of poor readers of Kannada, Reading and Writing: an Interdisciplinary Journal, 24(6), 657-676. doi: 10.1007/s11145-010-9258-7
  18. Nag, S., & Snowling, M. (June, 2011). Reading comprehension, decoding and oral language, The EFLU Journal, English and Foreign Languages University, 2(2), 75-93.
  19. Nag, S. (2011). Re-thinking support:  the hidden school-to-work challenges for individuals with Special Needs. International Journal of Educational and Vocational Guidance. 11(2), 125 – 137. doi: 10.1007/s10775-011-9203-6
  20. Nag, S., Treiman, R., & Snowling, M. (March, 2010). Learning to Spell in an Alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41-52. doi: 10.1093/wsr/wsq001
  21. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.
  22. Nag, S. (July, 2006). Literacy for all: Chipping away at the ceiling, NORRAG NEWS, 37, Special Issue on Educating and training out of poverty.
  23. Arulmani, G., & Nag, S. (July, 2006). Capacity building for career counselling. Seminar, Special Issue on Education and Livelihoods.
  24. Nag-Arulmani, S. (July, 2004). Is remedial education going the counselling way? Contemporary Education Dialogue 2, 129-132. doi:1177/097318490400200113
  25. Nag-Arulmani, S., Reddy, V., & Buckley, S. (2003). Targeting Phonological representations can help in the early stages of reading in a non-dominant language.  Journal of Research in Reading, 26(1), 49-68. Special Issue on the Development of Literacy among Bilingual and Multilingual Children.
  26. Nag, S., & Rao, S. L. (1999). Remediation of attention deficits in mild head injury. Neurology India. 47(1), 32-39.
  27. Nag-Arulmani, S., & Rao, S. L. (September, 1997). Tests of Attention. Indian Journal of Clinical Psychology. 24(2), 167-70.

 REPORTS

  1. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development.
  2. Nag S, Chiat S, Torgerson C, Snowling MJ (2014) Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4
  3. Nag, S. and Sircar, S. (2008). Learning to read in Bengali: Report of a Survey of five Kolkata primary schools. Bangalore: The Promise Foundation.
  4. Chamarajanagar Stories: Reflections on language, literacy and learning (2007). Bangalore: The Promise Foundation and National Institute of Advanced Studies.
  5. Arulmani, G. & Nag S. (2006). Work Orientations and Responses to Career Choices: Indian Regional Survey (WORCC-IRS). Bangalore: The Promise Foundation.
  6. Nag-Arulmani, S. & Kishen, R. (1998). Stimulation Programmes with village women in fifty two villages in Deodurg Taluk, Raichur, Karnataka. Bangalore: The Promise Foundation.
  7. Nag, S. (1997). Difficulties in reading, spelling, writing and number work in Kannada and Tamil medium schools. Bangalore: The Promise Foundation.
  8. Nag-Arulmani, S. & Rajendran, V. (1996) Stimulation programmes in anganwadis in six slums in Bangalore. Bangalore: The Promise Foundation.

OTHER 

  1. The Oxford University’s Public Engagement with Research portal: Putting children first: sharing research evidence (2021).
  2. Government of Meghalaya, India (2021). Expert member of the State Early Childhood Mission.
  3. Government of Karnataka, India (2018-present). Technical lead for early childhood curriculum reform: focus on emergent literacy. Working group comprising NGO, University, Government and UNICEF.
  4. Nag, S. (2019). Variability in learning contexts and learning to read. Teaching Struggling Readers Around the World World Learning and The Chinese University of Hong Kong (CUHK).
  5. Nag, S. & Arulmani, G. (March 2015). Needs analysis of eight schools under the Bruhat Bengaluru Mahanagara Palike (the Bangalore City Corporation): Final Report. Bangalore: The Promise Foundation.
  6. Nag, S. (March, 2012). The learning disorders: a multi-factorial perspective. First brainstorming meeting of the National Programme on Educational Neuroscience, National Brain Research Center (NBRC) and the Department of Science and Technology, India.
  7. Nag, S. (2010). Children with reading difficulties. For 25 years of community service report of Seva-in-Action, Bangalore: Seva-in-Action.
  8. Nag, S. (October, 2009). Inclusive classrooms for children with different language learning needs, Learning Curve, 13, 43 – 45. Special Issue on Language Learning, Bangalore: Azim Premji Foundation.
  9. National Curriculum Framework, National Council for Educational Research and Training (NCF, NCERT) (2004 – 2005). Member of Focus Group on language curriculum and English in Indian primary schools.
  10. A policy and strategy for the Government of Rwanda, Ministry of Education on a mission with UNICEF, Rwanda (2003). The draft policy and strategy were vetted by the Parliament in 2006 and became operational in the provinces soon after.

 For further information see here.

 

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of the Indian Speech and Hearing Association, Bangalore, India.

2019         Nag, S. Keynote. Emergent and early literacy: how children learn to use a writing system. Diversity of writing systems: embracing multiple perspectives. The 12th International Workshop of the Association for Written Language and Literacy, University of Cambridge, UK.

2019        Nag, S. Keynote. Quality and scale: tools, programmes & adults learning. The Literacy   Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.

2018         Nag, S. Inaugural Lecture. Literacy and Foundation Learning in Multilingual India. Department of Education, University of Oxford.

2017         Nag, S. Keynote. Literacy in multilingual India. (Room to Read: New Delhi) Interview.

2017         Nag, S. KeynoteA learning mechanisms perspective on reading and writing development: insights from Asia. In the Annual Conference of the Association for Reading and Writing in Asia (ARWA). (Education University, Hong Kong)

2016         Nag, S. Keynote.  On literacy learning: some old and some new constructs. 3rd Annual Meeting of the Association for Cognitive Science, Gandhinagar: India.

2016         Nag, S. Learning to read in akshara-based languages, National Brain Research Centre (NBRC), Manesar, India.

2016        Nag, S. Oral Language and Learning to Read.  The Global Literacy Special Interest Group’s Highlighted Session on ‘The next generation of reading interventions: The importance of assessing & teaching oral language skills in L1’, Comparative and International Education Society (CIES) annual meeting in Vancouver, Canada http://globalreadingnetwork.net/resources/oral-language-and-learning-read

2016        Nag, S. & Snowling, M. J. Interventions for language and literacy learning for difficult-to-reach children, Symposium Chair with accepted papers on interventions in the UK and Brazil (low-income homes), Romania (Roma children), Luxembourg (Portuguese immigrant children), and the developing countries (low-income communities), Symposium to be held at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016        Nag, S. Torgerson, C., Asfaha, Y., Griffiths, Y., Reen, C., Chiat, S., and Snowling, M. J., Literacy and foundation learning in low- and middle-income countries: a synthesis of intervention studies. Paper to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016       Loff, A., Vale, A. P, Mircovic, J., Moll, K., Snowling, M. J. & Nag, S. The Role of Grammatical Complexity and Verbal Memory on Sentence Repetition in Portuguese Speaking Children. Poster to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2015       Bhide, A, Perfetti, C., Wang, J., Luo, W., Vijay, N., Maries, A. & Nag, S.  Improving akshara knowledge via a mobile game. Poster presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, USA.

2015       Nag, S. Early Childhood Foundations for Learning. Symposium on Development and Learning; Global Education: Early Childhood and Beyond, St John’s College, Oxford

2015       Nag, S. Worlds without fear: School Cultures.  Invited Lecture in the Center for Learning (CFL) Conference, Bangalore, India.

2015      Nag, S. The cognitive bases of reading. Invited presentation in the National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, organized by Room to Read, Delhi, India.

2015      Nag, S. The cognitive bases of reading. National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, Room to Read, India.

2014      Nag, S. & Vagh, S.B. Home language and literacy environments: a rigorous review of research from developing countries. Institute of Education, London, UK.

2014       Venkatesh, L., Krishna, M. & Nag, S. Towards use of sentence repetition for screening of language skills in Kannada: Preliminary observations from children in first grade. Paper presented at the annual conference of the Indian Speech and Hearing Association, Kochi, India.

2014      Nag, S. Literacy learning in developing countries: Findings from a rigorous review. Institute of Education, Centre for Literacy and Multilingualism University of Reading, UK.

2013      Winskell, H. & Nag, S. Literacy development in the alphasyllabaries. Symposium Chair with papers on Sinhala, Thai, Kannada, Telugu and Korean Hangul, Symposium held at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. & Snowling, M. J.  Children’s phonemic performance: Does location matter? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013     Venkatesh, L., Bhavani, G., Rupela, V. & Nag, S.  Syllable awareness in an alphasyllabary: Observations from syllable segmentation abilities of Telugu speaking children. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. Reading the Indic Alphasyllabaries: findings from acquisition studies. Invited papers in Symposium on ‘Learning to Read: Child and Machine’, School of Computer & Information Sciences and the Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2013      Nag, S.  Language for Literacy and Mathematical Reasoning.  Invited paper presented at the International Symposium on Advances in Language-Cognition Research, Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012     Lall R., Sutar, L. & Nag, S. The tiger who had a cold. Changes in children’s story writing following a language programme. Poster presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012     Sircar, S. & Nag, S. Spelling development in young Bengali readers, paper presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012  Nag, S., Mircovik, J. & Snowling, M. J. Sentence repetitions of bilingual children:
a multi-factorial study examining individual differences in the first language
. Paper presented in the International Conference on Bilingualism and Comparative Linguistics, Chinese University of Hong Kong, Hong Kong.

2012     Nag, S. Symbol learning across writing systems, Symposium Chair with papers on Chinese, Kannada, Arabic and European orthographies from Labs in 6 countries, at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal

2012     Nag, S., Snowling, M. J., Hulme, C. & Quinlan, P. Learning the Kannada akshara: the role of child and symbol characteristics. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal.

2011      Nag, S. Bengalooru and Bangalore: How does the multilingual context of an expanding city play out in its classrooms?, Paper presented at the VC’s Interdisciplinary Seminar on Megacities, University of York, UK.

2011     Nag, S. Reading acquisition across writing systems. Invited presentation, Language, Cognition and Development Seminars. School of Psychology, Bangor University

2011      Nag S. & Snowling, M. J. Another view of literacy acquisition in English: findings from a study of children learning to read two writing systems. Invited presentation at the International Conference on Reading, Spelling and Writing Development, Enhancing Literacy Development in European Languages, Prague, Czech Republic.

2011     Nag S. & Snowling, M. J. Repeat after me… What do children’s responses tell us about the foundations of literacy acquisition in the first and second language, paper presented at 8th International Conference of the British Dyslexia Association, Harrogate, UK.

2010      Nag, S. Re-thinking support:  the hidden school-to-work challenges for individuals with Special NeedsSymposium Chair, invited symposium in the International Conference on Guidance and Counselling of the International Educational and Vocational Guidance and The Promise Foundation, Bangalore, India.

2010      Nag, S. Children’s reading development: learning about sounds, symbols and cross-modal mappings, Invited paper, International Conference on Cognitive Development, Center of Cognitive and Behavioural Sciences, University of Allahabad, India.

2009      Nag, S. The visuo-spatially complex Kannada alphasyllabary, The London Symposium on Writing Systems, Institute of Education, UK.

2009     Nag, S. The visuo-spatially complex Kannada alphasyllabary, Invited paper, The London Symposium on Writing Systems, Institute of Education, UK.

2008      Nag, S. Dyslexia and the Indian akshara: emerging trends, Symposium chair, invited symposium in the International conference of the British Dyslexia Association, Harrogate, UK.

2007      Nag, S. Akshara, alphabet and learning; Invited paper in the International Conference on Cognition and Learning:  Theory and practice, Udaipur, India.

2005     Nag, S. Language Attainments and Learning Opportunities: pointers for a new curriculum framework, Invited address as member of National Focus Group – English Language, National Curriculum Framework Review of the National Council for Educational Research and Training (NCERT), New Delhi, India.

2001      Nag, S. Communicating Strategies on ECCSGD – Experiences with communities in Karnataka, invited paper presented in the workshop for Southern States on “Communication Strategies for Early Childhood Care, Survival, Growth and Development” organised by the Commissionerate of Social Welfare (ICDS), Tamil Nadu and UNICEF, Chennai, India.

2000     Nag-Arulmani S., Arulmani, G., Lata, R., & Sutar, L., The emergence of literacy and creativity amongst tribals and forest dwellers:  our experiences with a remedial education programme, invited presentation at the Southern Region NGOs conference conducted by National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

1993      Nag-Arulmani, S. Stress and the young child, invited paper presented at the national conference on Stress and the Pre-school Child organised by Teachers Centre and the National Council of Educational Research and Training (NCERT), Calcutta, India.

 JOURNAL ARTICLES 

  1. , S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Bhide, A., Luo, W., Vijay, N., Perfetti, C., Wang, J., & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149–2178. https://doi.org/10.1007/s11145-019-09934-x
  3. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2019). Cognitive predictors of word reading in Sinhala, Reading and Writing, 32, 1881–1907. https://doi.org/10.1007/s11145-018-9927-5
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  8. Aravind, S., Nag, S., & Arulmani, G. (2015). A learning skills approach to the career assessment of individuals with dyslexia. Career Planning & Adult Development Journal, 31(4), 162-171.
  9. Moll, K., Hulme, C., Nag, S. & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics. 36, 203-221. doi:10.1017/S0142716413000
  10. Nag, S. (2014) Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  11. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  12. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014): Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16. doi:10.1080/10888438.2014.892489
  13. Aravind, S. & Nag, S. (Dec., 2013) Exploring career assessment frameworks for children with learning disabilities. Journal of the Indian Association for Career and Livelihood Planning. 2(1).
  14. Nag, S. (2013). Low literacy attainments in school and approaches to diagnosis: An exploratory study. Contemporary Education Dialogue, 10(2) 197- 221.
  15. Sircar, S. & Nag, S. (2013). Children’s intuitive syllabification of intervocalic consonant clusters in Bengali: the role of sonority, phonotactics and akshara. The EFL Journal. 4(2): 35-52.
  16. Nag, S., & Snowling, M. J. (2012) Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423. doi:10.1080/10888438.2011.576352
  17. Nag S., & Snowling M. (July, 2011). Cognitive profiles of poor readers of Kannada, Reading and Writing: an Interdisciplinary Journal, 24(6), 657-676. doi: 10.1007/s11145-010-9258-7
  18. Nag, S., & Snowling, M. (June, 2011). Reading comprehension, decoding and oral language, The EFLU Journal, English and Foreign Languages University, 2(2), 75-93.
  19. Nag, S. (2011). Re-thinking support:  the hidden school-to-work challenges for individuals with Special Needs. International Journal of Educational and Vocational Guidance. 11(2), 125 – 137. doi: 10.1007/s10775-011-9203-6
  20. Nag, S., Treiman, R., & Snowling, M. (March, 2010). Learning to Spell in an Alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41-52. doi: 10.1093/wsr/wsq001
  21. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.
  22. Nag, S. (July, 2006). Literacy for all: Chipping away at the ceiling, NORRAG NEWS, 37, Special Issue on Educating and training out of poverty.
  23. Arulmani, G., & Nag, S. (July, 2006). Capacity building for career counselling. Seminar, Special Issue on Education and Livelihoods.
  24. Nag-Arulmani, S. (July, 2004). Is remedial education going the counselling way? Contemporary Education Dialogue 2, 129-132. doi:1177/097318490400200113
  25. Nag-Arulmani, S., Reddy, V., & Buckley, S. (2003). Targeting Phonological representations can help in the early stages of reading in a non-dominant language.  Journal of Research in Reading, 26(1), 49-68. Special Issue on the Development of Literacy among Bilingual and Multilingual Children.
  26. Nag, S., & Rao, S. L. (1999). Remediation of attention deficits in mild head injury. Neurology India. 47(1), 32-39.
  27. Nag-Arulmani, S., & Rao, S. L. (September, 1997). Tests of Attention. Indian Journal of Clinical Psychology. 24(2), 167-70.

 REPORTS

  1. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development.
  2. Nag S, Chiat S, Torgerson C, Snowling MJ (2014) Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4
  3. Nag, S. and Sircar, S. (2008). Learning to read in Bengali: Report of a Survey of five Kolkata primary schools. Bangalore: The Promise Foundation.
  4. Chamarajanagar Stories: Reflections on language, literacy and learning (2007). Bangalore: The Promise Foundation and National Institute of Advanced Studies.
  5. Arulmani, G. & Nag S. (2006). Work Orientations and Responses to Career Choices: Indian Regional Survey (WORCC-IRS). Bangalore: The Promise Foundation.
  6. Nag-Arulmani, S. & Kishen, R. (1998). Stimulation Programmes with village women in fifty two villages in Deodurg Taluk, Raichur, Karnataka. Bangalore: The Promise Foundation.
  7. Nag, S. (1997). Difficulties in reading, spelling, writing and number work in Kannada and Tamil medium schools. Bangalore: The Promise Foundation.
  8. Nag-Arulmani, S. & Rajendran, V. (1996) Stimulation programmes in anganwadis in six slums in Bangalore. Bangalore: The Promise Foundation.

OTHER 

  1. The Oxford University’s Public Engagement with Research portal: Putting children first: sharing research evidence (2021).
  2. Government of Meghalaya, India (2021). Expert member of the State Early Childhood Mission.
  3. Government of Karnataka, India (2018-present). Technical lead for early childhood curriculum reform: focus on emergent literacy. Working group comprising NGO, University, Government and UNICEF.
  4. Nag, S. (2019). Variability in learning contexts and learning to read. Teaching Struggling Readers Around the World World Learning and The Chinese University of Hong Kong (CUHK).
  5. Nag, S. & Arulmani, G. (March 2015). Needs analysis of eight schools under the Bruhat Bengaluru Mahanagara Palike (the Bangalore City Corporation): Final Report. Bangalore: The Promise Foundation.
  6. Nag, S. (March, 2012). The learning disorders: a multi-factorial perspective. First brainstorming meeting of the National Programme on Educational Neuroscience, National Brain Research Center (NBRC) and the Department of Science and Technology, India.
  7. Nag, S. (2010). Children with reading difficulties. For 25 years of community service report of Seva-in-Action, Bangalore: Seva-in-Action.
  8. Nag, S. (October, 2009). Inclusive classrooms for children with different language learning needs, Learning Curve, 13, 43 – 45. Special Issue on Language Learning, Bangalore: Azim Premji Foundation.
  9. National Curriculum Framework, National Council for Educational Research and Training (NCF, NCERT) (2004 – 2005). Member of Focus Group on language curriculum and English in Indian primary schools.
  10. A policy and strategy for the Government of Rwanda, Ministry of Education on a mission with UNICEF, Rwanda (2003). The draft policy and strategy were vetted by the Parliament in 2006 and became operational in the provinces soon after.

 For further information see here.

 

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of the Indian Speech and Hearing Association, Bangalore, India.

2019         Nag, S. Keynote. Emergent and early literacy: how children learn to use a writing system. Diversity of writing systems: embracing multiple perspectives. The 12th International Workshop of the Association for Written Language and Literacy, University of Cambridge, UK.

2019        Nag, S. Keynote. Quality and scale: tools, programmes & adults learning. The Literacy   Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.

2018         Nag, S. Inaugural Lecture. Literacy and Foundation Learning in Multilingual India. Department of Education, University of Oxford.

2017         Nag, S. Keynote. Literacy in multilingual India. (Room to Read: New Delhi) Interview.

2017         Nag, S. KeynoteA learning mechanisms perspective on reading and writing development: insights from Asia. In the Annual Conference of the Association for Reading and Writing in Asia (ARWA). (Education University, Hong Kong)

2016         Nag, S. Keynote.  On literacy learning: some old and some new constructs. 3rd Annual Meeting of the Association for Cognitive Science, Gandhinagar: India.

2016         Nag, S. Learning to read in akshara-based languages, National Brain Research Centre (NBRC), Manesar, India.

2016        Nag, S. Oral Language and Learning to Read.  The Global Literacy Special Interest Group’s Highlighted Session on ‘The next generation of reading interventions: The importance of assessing & teaching oral language skills in L1’, Comparative and International Education Society (CIES) annual meeting in Vancouver, Canada http://globalreadingnetwork.net/resources/oral-language-and-learning-read

2016        Nag, S. & Snowling, M. J. Interventions for language and literacy learning for difficult-to-reach children, Symposium Chair with accepted papers on interventions in the UK and Brazil (low-income homes), Romania (Roma children), Luxembourg (Portuguese immigrant children), and the developing countries (low-income communities), Symposium to be held at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016        Nag, S. Torgerson, C., Asfaha, Y., Griffiths, Y., Reen, C., Chiat, S., and Snowling, M. J., Literacy and foundation learning in low- and middle-income countries: a synthesis of intervention studies. Paper to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016       Loff, A., Vale, A. P, Mircovic, J., Moll, K., Snowling, M. J. & Nag, S. The Role of Grammatical Complexity and Verbal Memory on Sentence Repetition in Portuguese Speaking Children. Poster to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2015       Bhide, A, Perfetti, C., Wang, J., Luo, W., Vijay, N., Maries, A. & Nag, S.  Improving akshara knowledge via a mobile game. Poster presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, USA.

2015       Nag, S. Early Childhood Foundations for Learning. Symposium on Development and Learning; Global Education: Early Childhood and Beyond, St John’s College, Oxford

2015       Nag, S. Worlds without fear: School Cultures.  Invited Lecture in the Center for Learning (CFL) Conference, Bangalore, India.

2015      Nag, S. The cognitive bases of reading. Invited presentation in the National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, organized by Room to Read, Delhi, India.

2015      Nag, S. The cognitive bases of reading. National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, Room to Read, India.

2014      Nag, S. & Vagh, S.B. Home language and literacy environments: a rigorous review of research from developing countries. Institute of Education, London, UK.

2014       Venkatesh, L., Krishna, M. & Nag, S. Towards use of sentence repetition for screening of language skills in Kannada: Preliminary observations from children in first grade. Paper presented at the annual conference of the Indian Speech and Hearing Association, Kochi, India.

2014      Nag, S. Literacy learning in developing countries: Findings from a rigorous review. Institute of Education, Centre for Literacy and Multilingualism University of Reading, UK.

2013      Winskell, H. & Nag, S. Literacy development in the alphasyllabaries. Symposium Chair with papers on Sinhala, Thai, Kannada, Telugu and Korean Hangul, Symposium held at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. & Snowling, M. J.  Children’s phonemic performance: Does location matter? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013     Venkatesh, L., Bhavani, G., Rupela, V. & Nag, S.  Syllable awareness in an alphasyllabary: Observations from syllable segmentation abilities of Telugu speaking children. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. Reading the Indic Alphasyllabaries: findings from acquisition studies. Invited papers in Symposium on ‘Learning to Read: Child and Machine’, School of Computer & Information Sciences and the Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2013      Nag, S.  Language for Literacy and Mathematical Reasoning.  Invited paper presented at the International Symposium on Advances in Language-Cognition Research, Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012     Lall R., Sutar, L. & Nag, S. The tiger who had a cold. Changes in children’s story writing following a language programme. Poster presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012     Sircar, S. & Nag, S. Spelling development in young Bengali readers, paper presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012  Nag, S., Mircovik, J. & Snowling, M. J. Sentence repetitions of bilingual children:
a multi-factorial study examining individual differences in the first language
. Paper presented in the International Conference on Bilingualism and Comparative Linguistics, Chinese University of Hong Kong, Hong Kong.

2012     Nag, S. Symbol learning across writing systems, Symposium Chair with papers on Chinese, Kannada, Arabic and European orthographies from Labs in 6 countries, at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal

2012     Nag, S., Snowling, M. J., Hulme, C. & Quinlan, P. Learning the Kannada akshara: the role of child and symbol characteristics. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal.

2011      Nag, S. Bengalooru and Bangalore: How does the multilingual context of an expanding city play out in its classrooms?, Paper presented at the VC’s Interdisciplinary Seminar on Megacities, University of York, UK.

2011     Nag, S. Reading acquisition across writing systems. Invited presentation, Language, Cognition and Development Seminars. School of Psychology, Bangor University

2011      Nag S. & Snowling, M. J. Another view of literacy acquisition in English: findings from a study of children learning to read two writing systems. Invited presentation at the International Conference on Reading, Spelling and Writing Development, Enhancing Literacy Development in European Languages, Prague, Czech Republic.

2011     Nag S. & Snowling, M. J. Repeat after me… What do children’s responses tell us about the foundations of literacy acquisition in the first and second language, paper presented at 8th International Conference of the British Dyslexia Association, Harrogate, UK.

2010      Nag, S. Re-thinking support:  the hidden school-to-work challenges for individuals with Special NeedsSymposium Chair, invited symposium in the International Conference on Guidance and Counselling of the International Educational and Vocational Guidance and The Promise Foundation, Bangalore, India.

2010      Nag, S. Children’s reading development: learning about sounds, symbols and cross-modal mappings, Invited paper, International Conference on Cognitive Development, Center of Cognitive and Behavioural Sciences, University of Allahabad, India.

2009      Nag, S. The visuo-spatially complex Kannada alphasyllabary, The London Symposium on Writing Systems, Institute of Education, UK.

2009     Nag, S. The visuo-spatially complex Kannada alphasyllabary, Invited paper, The London Symposium on Writing Systems, Institute of Education, UK.

2008      Nag, S. Dyslexia and the Indian akshara: emerging trends, Symposium chair, invited symposium in the International conference of the British Dyslexia Association, Harrogate, UK.

2007      Nag, S. Akshara, alphabet and learning; Invited paper in the International Conference on Cognition and Learning:  Theory and practice, Udaipur, India.

2005     Nag, S. Language Attainments and Learning Opportunities: pointers for a new curriculum framework, Invited address as member of National Focus Group – English Language, National Curriculum Framework Review of the National Council for Educational Research and Training (NCERT), New Delhi, India.

2001      Nag, S. Communicating Strategies on ECCSGD – Experiences with communities in Karnataka, invited paper presented in the workshop for Southern States on “Communication Strategies for Early Childhood Care, Survival, Growth and Development” organised by the Commissionerate of Social Welfare (ICDS), Tamil Nadu and UNICEF, Chennai, India.

2000     Nag-Arulmani S., Arulmani, G., Lata, R., & Sutar, L., The emergence of literacy and creativity amongst tribals and forest dwellers:  our experiences with a remedial education programme, invited presentation at the Southern Region NGOs conference conducted by National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

1993      Nag-Arulmani, S. Stress and the young child, invited paper presented at the national conference on Stress and the Pre-school Child organised by Teachers Centre and the National Council of Educational Research and Training (NCERT), Calcutta, India.

 JOURNAL ARTICLES 

  1. , S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Bhide, A., Luo, W., Vijay, N., Perfetti, C., Wang, J., & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149–2178. https://doi.org/10.1007/s11145-019-09934-x
  3. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2019). Cognitive predictors of word reading in Sinhala, Reading and Writing, 32, 1881–1907. https://doi.org/10.1007/s11145-018-9927-5
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  8. Aravind, S., Nag, S., & Arulmani, G. (2015). A learning skills approach to the career assessment of individuals with dyslexia. Career Planning & Adult Development Journal, 31(4), 162-171.
  9. Moll, K., Hulme, C., Nag, S. & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics. 36, 203-221. doi:10.1017/S0142716413000
  10. Nag, S. (2014) Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  11. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  12. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014): Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16. doi:10.1080/10888438.2014.892489
  13. Aravind, S. & Nag, S. (Dec., 2013) Exploring career assessment frameworks for children with learning disabilities. Journal of the Indian Association for Career and Livelihood Planning. 2(1).
  14. Nag, S. (2013). Low literacy attainments in school and approaches to diagnosis: An exploratory study. Contemporary Education Dialogue, 10(2) 197- 221.
  15. Sircar, S. & Nag, S. (2013). Children’s intuitive syllabification of intervocalic consonant clusters in Bengali: the role of sonority, phonotactics and akshara. The EFL Journal. 4(2): 35-52.
  16. Nag, S., & Snowling, M. J. (2012) Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423. doi:10.1080/10888438.2011.576352
  17. Nag S., & Snowling M. (July, 2011). Cognitive profiles of poor readers of Kannada, Reading and Writing: an Interdisciplinary Journal, 24(6), 657-676. doi: 10.1007/s11145-010-9258-7
  18. Nag, S., & Snowling, M. (June, 2011). Reading comprehension, decoding and oral language, The EFLU Journal, English and Foreign Languages University, 2(2), 75-93.
  19. Nag, S. (2011). Re-thinking support:  the hidden school-to-work challenges for individuals with Special Needs. International Journal of Educational and Vocational Guidance. 11(2), 125 – 137. doi: 10.1007/s10775-011-9203-6
  20. Nag, S., Treiman, R., & Snowling, M. (March, 2010). Learning to Spell in an Alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41-52. doi: 10.1093/wsr/wsq001
  21. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.
  22. Nag, S. (July, 2006). Literacy for all: Chipping away at the ceiling, NORRAG NEWS, 37, Special Issue on Educating and training out of poverty.
  23. Arulmani, G., & Nag, S. (July, 2006). Capacity building for career counselling. Seminar, Special Issue on Education and Livelihoods.
  24. Nag-Arulmani, S. (July, 2004). Is remedial education going the counselling way? Contemporary Education Dialogue 2, 129-132. doi:1177/097318490400200113
  25. Nag-Arulmani, S., Reddy, V., & Buckley, S. (2003). Targeting Phonological representations can help in the early stages of reading in a non-dominant language.  Journal of Research in Reading, 26(1), 49-68. Special Issue on the Development of Literacy among Bilingual and Multilingual Children.
  26. Nag, S., & Rao, S. L. (1999). Remediation of attention deficits in mild head injury. Neurology India. 47(1), 32-39.
  27. Nag-Arulmani, S., & Rao, S. L. (September, 1997). Tests of Attention. Indian Journal of Clinical Psychology. 24(2), 167-70.

 REPORTS

  1. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development.
  2. Nag S, Chiat S, Torgerson C, Snowling MJ (2014) Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4
  3. Nag, S. and Sircar, S. (2008). Learning to read in Bengali: Report of a Survey of five Kolkata primary schools. Bangalore: The Promise Foundation.
  4. Chamarajanagar Stories: Reflections on language, literacy and learning (2007). Bangalore: The Promise Foundation and National Institute of Advanced Studies.
  5. Arulmani, G. & Nag S. (2006). Work Orientations and Responses to Career Choices: Indian Regional Survey (WORCC-IRS). Bangalore: The Promise Foundation.
  6. Nag-Arulmani, S. & Kishen, R. (1998). Stimulation Programmes with village women in fifty two villages in Deodurg Taluk, Raichur, Karnataka. Bangalore: The Promise Foundation.
  7. Nag, S. (1997). Difficulties in reading, spelling, writing and number work in Kannada and Tamil medium schools. Bangalore: The Promise Foundation.
  8. Nag-Arulmani, S. & Rajendran, V. (1996) Stimulation programmes in anganwadis in six slums in Bangalore. Bangalore: The Promise Foundation.

OTHER 

  1. The Oxford University’s Public Engagement with Research portal: Putting children first: sharing research evidence (2021).
  2. Government of Meghalaya, India (2021). Expert member of the State Early Childhood Mission.
  3. Government of Karnataka, India (2018-present). Technical lead for early childhood curriculum reform: focus on emergent literacy. Working group comprising NGO, University, Government and UNICEF.
  4. Nag, S. (2019). Variability in learning contexts and learning to read. Teaching Struggling Readers Around the World World Learning and The Chinese University of Hong Kong (CUHK).
  5. Nag, S. & Arulmani, G. (March 2015). Needs analysis of eight schools under the Bruhat Bengaluru Mahanagara Palike (the Bangalore City Corporation): Final Report. Bangalore: The Promise Foundation.
  6. Nag, S. (March, 2012). The learning disorders: a multi-factorial perspective. First brainstorming meeting of the National Programme on Educational Neuroscience, National Brain Research Center (NBRC) and the Department of Science and Technology, India.
  7. Nag, S. (2010). Children with reading difficulties. For 25 years of community service report of Seva-in-Action, Bangalore: Seva-in-Action.
  8. Nag, S. (October, 2009). Inclusive classrooms for children with different language learning needs, Learning Curve, 13, 43 – 45. Special Issue on Language Learning, Bangalore: Azim Premji Foundation.
  9. National Curriculum Framework, National Council for Educational Research and Training (NCF, NCERT) (2004 – 2005). Member of Focus Group on language curriculum and English in Indian primary schools.
  10. A policy and strategy for the Government of Rwanda, Ministry of Education on a mission with UNICEF, Rwanda (2003). The draft policy and strategy were vetted by the Parliament in 2006 and became operational in the provinces soon after.

 For further information see here.

 

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of the Indian Speech and Hearing Association, Bangalore, India.

2019         Nag, S. Keynote. Emergent and early literacy: how children learn to use a writing system. Diversity of writing systems: embracing multiple perspectives. The 12th International Workshop of the Association for Written Language and Literacy, University of Cambridge, UK.

2019        Nag, S. Keynote. Quality and scale: tools, programmes & adults learning. The Literacy   Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.

2018         Nag, S. Inaugural Lecture. Literacy and Foundation Learning in Multilingual India. Department of Education, University of Oxford.

2017         Nag, S. Keynote. Literacy in multilingual India. (Room to Read: New Delhi) Interview.

2017         Nag, S. KeynoteA learning mechanisms perspective on reading and writing development: insights from Asia. In the Annual Conference of the Association for Reading and Writing in Asia (ARWA). (Education University, Hong Kong)

2016         Nag, S. Keynote.  On literacy learning: some old and some new constructs. 3rd Annual Meeting of the Association for Cognitive Science, Gandhinagar: India.

2016         Nag, S. Learning to read in akshara-based languages, National Brain Research Centre (NBRC), Manesar, India.

2016        Nag, S. Oral Language and Learning to Read.  The Global Literacy Special Interest Group’s Highlighted Session on ‘The next generation of reading interventions: The importance of assessing & teaching oral language skills in L1’, Comparative and International Education Society (CIES) annual meeting in Vancouver, Canada http://globalreadingnetwork.net/resources/oral-language-and-learning-read

2016        Nag, S. & Snowling, M. J. Interventions for language and literacy learning for difficult-to-reach children, Symposium Chair with accepted papers on interventions in the UK and Brazil (low-income homes), Romania (Roma children), Luxembourg (Portuguese immigrant children), and the developing countries (low-income communities), Symposium to be held at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016        Nag, S. Torgerson, C., Asfaha, Y., Griffiths, Y., Reen, C., Chiat, S., and Snowling, M. J., Literacy and foundation learning in low- and middle-income countries: a synthesis of intervention studies. Paper to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016       Loff, A., Vale, A. P, Mircovic, J., Moll, K., Snowling, M. J. & Nag, S. The Role of Grammatical Complexity and Verbal Memory on Sentence Repetition in Portuguese Speaking Children. Poster to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2015       Bhide, A, Perfetti, C., Wang, J., Luo, W., Vijay, N., Maries, A. & Nag, S.  Improving akshara knowledge via a mobile game. Poster presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, USA.

2015       Nag, S. Early Childhood Foundations for Learning. Symposium on Development and Learning; Global Education: Early Childhood and Beyond, St John’s College, Oxford

2015       Nag, S. Worlds without fear: School Cultures.  Invited Lecture in the Center for Learning (CFL) Conference, Bangalore, India.

2015      Nag, S. The cognitive bases of reading. Invited presentation in the National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, organized by Room to Read, Delhi, India.

2015      Nag, S. The cognitive bases of reading. National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, Room to Read, India.

2014      Nag, S. & Vagh, S.B. Home language and literacy environments: a rigorous review of research from developing countries. Institute of Education, London, UK.

2014       Venkatesh, L., Krishna, M. & Nag, S. Towards use of sentence repetition for screening of language skills in Kannada: Preliminary observations from children in first grade. Paper presented at the annual conference of the Indian Speech and Hearing Association, Kochi, India.

2014      Nag, S. Literacy learning in developing countries: Findings from a rigorous review. Institute of Education, Centre for Literacy and Multilingualism University of Reading, UK.

2013      Winskell, H. & Nag, S. Literacy development in the alphasyllabaries. Symposium Chair with papers on Sinhala, Thai, Kannada, Telugu and Korean Hangul, Symposium held at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. & Snowling, M. J.  Children’s phonemic performance: Does location matter? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013     Venkatesh, L., Bhavani, G., Rupela, V. & Nag, S.  Syllable awareness in an alphasyllabary: Observations from syllable segmentation abilities of Telugu speaking children. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. Reading the Indic Alphasyllabaries: findings from acquisition studies. Invited papers in Symposium on ‘Learning to Read: Child and Machine’, School of Computer & Information Sciences and the Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2013      Nag, S.  Language for Literacy and Mathematical Reasoning.  Invited paper presented at the International Symposium on Advances in Language-Cognition Research, Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012     Lall R., Sutar, L. & Nag, S. The tiger who had a cold. Changes in children’s story writing following a language programme. Poster presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012     Sircar, S. & Nag, S. Spelling development in young Bengali readers, paper presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012  Nag, S., Mircovik, J. & Snowling, M. J. Sentence repetitions of bilingual children:
a multi-factorial study examining individual differences in the first language
. Paper presented in the International Conference on Bilingualism and Comparative Linguistics, Chinese University of Hong Kong, Hong Kong.

2012     Nag, S. Symbol learning across writing systems, Symposium Chair with papers on Chinese, Kannada, Arabic and European orthographies from Labs in 6 countries, at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal

2012     Nag, S., Snowling, M. J., Hulme, C. & Quinlan, P. Learning the Kannada akshara: the role of child and symbol characteristics. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal.

2011      Nag, S. Bengalooru and Bangalore: How does the multilingual context of an expanding city play out in its classrooms?, Paper presented at the VC’s Interdisciplinary Seminar on Megacities, University of York, UK.

2011     Nag, S. Reading acquisition across writing systems. Invited presentation, Language, Cognition and Development Seminars. School of Psychology, Bangor University

2011      Nag S. & Snowling, M. J. Another view of literacy acquisition in English: findings from a study of children learning to read two writing systems. Invited presentation at the International Conference on Reading, Spelling and Writing Development, Enhancing Literacy Development in European Languages, Prague, Czech Republic.

2011     Nag S. & Snowling, M. J. Repeat after me… What do children’s responses tell us about the foundations of literacy acquisition in the first and second language, paper presented at 8th International Conference of the British Dyslexia Association, Harrogate, UK.

2010      Nag, S. Re-thinking support:  the hidden school-to-work challenges for individuals with Special NeedsSymposium Chair, invited symposium in the International Conference on Guidance and Counselling of the International Educational and Vocational Guidance and The Promise Foundation, Bangalore, India.

2010      Nag, S. Children’s reading development: learning about sounds, symbols and cross-modal mappings, Invited paper, International Conference on Cognitive Development, Center of Cognitive and Behavioural Sciences, University of Allahabad, India.

2009      Nag, S. The visuo-spatially complex Kannada alphasyllabary, The London Symposium on Writing Systems, Institute of Education, UK.

2009     Nag, S. The visuo-spatially complex Kannada alphasyllabary, Invited paper, The London Symposium on Writing Systems, Institute of Education, UK.

2008      Nag, S. Dyslexia and the Indian akshara: emerging trends, Symposium chair, invited symposium in the International conference of the British Dyslexia Association, Harrogate, UK.

2007      Nag, S. Akshara, alphabet and learning; Invited paper in the International Conference on Cognition and Learning:  Theory and practice, Udaipur, India.

2005     Nag, S. Language Attainments and Learning Opportunities: pointers for a new curriculum framework, Invited address as member of National Focus Group – English Language, National Curriculum Framework Review of the National Council for Educational Research and Training (NCERT), New Delhi, India.

2001      Nag, S. Communicating Strategies on ECCSGD – Experiences with communities in Karnataka, invited paper presented in the workshop for Southern States on “Communication Strategies for Early Childhood Care, Survival, Growth and Development” organised by the Commissionerate of Social Welfare (ICDS), Tamil Nadu and UNICEF, Chennai, India.

2000     Nag-Arulmani S., Arulmani, G., Lata, R., & Sutar, L., The emergence of literacy and creativity amongst tribals and forest dwellers:  our experiences with a remedial education programme, invited presentation at the Southern Region NGOs conference conducted by National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

1993      Nag-Arulmani, S. Stress and the young child, invited paper presented at the national conference on Stress and the Pre-school Child organised by Teachers Centre and the National Council of Educational Research and Training (NCERT), Calcutta, India.

 JOURNAL ARTICLES 

  1. , S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Bhide, A., Luo, W., Vijay, N., Perfetti, C., Wang, J., & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149–2178. https://doi.org/10.1007/s11145-019-09934-x
  3. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2019). Cognitive predictors of word reading in Sinhala, Reading and Writing, 32, 1881–1907. https://doi.org/10.1007/s11145-018-9927-5
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  8. Aravind, S., Nag, S., & Arulmani, G. (2015). A learning skills approach to the career assessment of individuals with dyslexia. Career Planning & Adult Development Journal, 31(4), 162-171.
  9. Moll, K., Hulme, C., Nag, S. & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics. 36, 203-221. doi:10.1017/S0142716413000
  10. Nag, S. (2014) Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  11. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  12. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014): Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16. doi:10.1080/10888438.2014.892489
  13. Aravind, S. & Nag, S. (Dec., 2013) Exploring career assessment frameworks for children with learning disabilities. Journal of the Indian Association for Career and Livelihood Planning. 2(1).
  14. Nag, S. (2013). Low literacy attainments in school and approaches to diagnosis: An exploratory study. Contemporary Education Dialogue, 10(2) 197- 221.
  15. Sircar, S. & Nag, S. (2013). Children’s intuitive syllabification of intervocalic consonant clusters in Bengali: the role of sonority, phonotactics and akshara. The EFL Journal. 4(2): 35-52.
  16. Nag, S., & Snowling, M. J. (2012) Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423. doi:10.1080/10888438.2011.576352
  17. Nag S., & Snowling M. (July, 2011). Cognitive profiles of poor readers of Kannada, Reading and Writing: an Interdisciplinary Journal, 24(6), 657-676. doi: 10.1007/s11145-010-9258-7
  18. Nag, S., & Snowling, M. (June, 2011). Reading comprehension, decoding and oral language, The EFLU Journal, English and Foreign Languages University, 2(2), 75-93.
  19. Nag, S. (2011). Re-thinking support:  the hidden school-to-work challenges for individuals with Special Needs. International Journal of Educational and Vocational Guidance. 11(2), 125 – 137. doi: 10.1007/s10775-011-9203-6
  20. Nag, S., Treiman, R., & Snowling, M. (March, 2010). Learning to Spell in an Alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41-52. doi: 10.1093/wsr/wsq001
  21. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.
  22. Nag, S. (July, 2006). Literacy for all: Chipping away at the ceiling, NORRAG NEWS, 37, Special Issue on Educating and training out of poverty.
  23. Arulmani, G., & Nag, S. (July, 2006). Capacity building for career counselling. Seminar, Special Issue on Education and Livelihoods.
  24. Nag-Arulmani, S. (July, 2004). Is remedial education going the counselling way? Contemporary Education Dialogue 2, 129-132. doi:1177/097318490400200113
  25. Nag-Arulmani, S., Reddy, V., & Buckley, S. (2003). Targeting Phonological representations can help in the early stages of reading in a non-dominant language.  Journal of Research in Reading, 26(1), 49-68. Special Issue on the Development of Literacy among Bilingual and Multilingual Children.
  26. Nag, S., & Rao, S. L. (1999). Remediation of attention deficits in mild head injury. Neurology India. 47(1), 32-39.
  27. Nag-Arulmani, S., & Rao, S. L. (September, 1997). Tests of Attention. Indian Journal of Clinical Psychology. 24(2), 167-70.

 REPORTS

  1. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development.
  2. Nag S, Chiat S, Torgerson C, Snowling MJ (2014) Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4
  3. Nag, S. and Sircar, S. (2008). Learning to read in Bengali: Report of a Survey of five Kolkata primary schools. Bangalore: The Promise Foundation.
  4. Chamarajanagar Stories: Reflections on language, literacy and learning (2007). Bangalore: The Promise Foundation and National Institute of Advanced Studies.
  5. Arulmani, G. & Nag S. (2006). Work Orientations and Responses to Career Choices: Indian Regional Survey (WORCC-IRS). Bangalore: The Promise Foundation.
  6. Nag-Arulmani, S. & Kishen, R. (1998). Stimulation Programmes with village women in fifty two villages in Deodurg Taluk, Raichur, Karnataka. Bangalore: The Promise Foundation.
  7. Nag, S. (1997). Difficulties in reading, spelling, writing and number work in Kannada and Tamil medium schools. Bangalore: The Promise Foundation.
  8. Nag-Arulmani, S. & Rajendran, V. (1996) Stimulation programmes in anganwadis in six slums in Bangalore. Bangalore: The Promise Foundation.

OTHER 

  1. The Oxford University’s Public Engagement with Research portal: Putting children first: sharing research evidence (2021).
  2. Government of Meghalaya, India (2021). Expert member of the State Early Childhood Mission.
  3. Government of Karnataka, India (2018-present). Technical lead for early childhood curriculum reform: focus on emergent literacy. Working group comprising NGO, University, Government and UNICEF.
  4. Nag, S. (2019). Variability in learning contexts and learning to read. Teaching Struggling Readers Around the World World Learning and The Chinese University of Hong Kong (CUHK).
  5. Nag, S. & Arulmani, G. (March 2015). Needs analysis of eight schools under the Bruhat Bengaluru Mahanagara Palike (the Bangalore City Corporation): Final Report. Bangalore: The Promise Foundation.
  6. Nag, S. (March, 2012). The learning disorders: a multi-factorial perspective. First brainstorming meeting of the National Programme on Educational Neuroscience, National Brain Research Center (NBRC) and the Department of Science and Technology, India.
  7. Nag, S. (2010). Children with reading difficulties. For 25 years of community service report of Seva-in-Action, Bangalore: Seva-in-Action.
  8. Nag, S. (October, 2009). Inclusive classrooms for children with different language learning needs, Learning Curve, 13, 43 – 45. Special Issue on Language Learning, Bangalore: Azim Premji Foundation.
  9. National Curriculum Framework, National Council for Educational Research and Training (NCF, NCERT) (2004 – 2005). Member of Focus Group on language curriculum and English in Indian primary schools.
  10. A policy and strategy for the Government of Rwanda, Ministry of Education on a mission with UNICEF, Rwanda (2003). The draft policy and strategy were vetted by the Parliament in 2006 and became operational in the provinces soon after.

 For further information see here.

 

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of the Indian Speech and Hearing Association, Bangalore, India.

2019         Nag, S. Keynote. Emergent and early literacy: how children learn to use a writing system. Diversity of writing systems: embracing multiple perspectives. The 12th International Workshop of the Association for Written Language and Literacy, University of Cambridge, UK.

2019        Nag, S. Keynote. Quality and scale: tools, programmes & adults learning. The Literacy   Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.

2018         Nag, S. Inaugural Lecture. Literacy and Foundation Learning in Multilingual India. Department of Education, University of Oxford.

2017         Nag, S. Keynote. Literacy in multilingual India. (Room to Read: New Delhi) Interview.

2017         Nag, S. KeynoteA learning mechanisms perspective on reading and writing development: insights from Asia. In the Annual Conference of the Association for Reading and Writing in Asia (ARWA). (Education University, Hong Kong)

2016         Nag, S. Keynote.  On literacy learning: some old and some new constructs. 3rd Annual Meeting of the Association for Cognitive Science, Gandhinagar: India.

2016         Nag, S. Learning to read in akshara-based languages, National Brain Research Centre (NBRC), Manesar, India.

2016        Nag, S. Oral Language and Learning to Read.  The Global Literacy Special Interest Group’s Highlighted Session on ‘The next generation of reading interventions: The importance of assessing & teaching oral language skills in L1’, Comparative and International Education Society (CIES) annual meeting in Vancouver, Canada http://globalreadingnetwork.net/resources/oral-language-and-learning-read

2016        Nag, S. & Snowling, M. J. Interventions for language and literacy learning for difficult-to-reach children, Symposium Chair with accepted papers on interventions in the UK and Brazil (low-income homes), Romania (Roma children), Luxembourg (Portuguese immigrant children), and the developing countries (low-income communities), Symposium to be held at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016        Nag, S. Torgerson, C., Asfaha, Y., Griffiths, Y., Reen, C., Chiat, S., and Snowling, M. J., Literacy and foundation learning in low- and middle-income countries: a synthesis of intervention studies. Paper to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016       Loff, A., Vale, A. P, Mircovic, J., Moll, K., Snowling, M. J. & Nag, S. The Role of Grammatical Complexity and Verbal Memory on Sentence Repetition in Portuguese Speaking Children. Poster to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2015       Bhide, A, Perfetti, C., Wang, J., Luo, W., Vijay, N., Maries, A. & Nag, S.  Improving akshara knowledge via a mobile game. Poster presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, USA.

2015       Nag, S. Early Childhood Foundations for Learning. Symposium on Development and Learning; Global Education: Early Childhood and Beyond, St John’s College, Oxford

2015       Nag, S. Worlds without fear: School Cultures.  Invited Lecture in the Center for Learning (CFL) Conference, Bangalore, India.

2015      Nag, S. The cognitive bases of reading. Invited presentation in the National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, organized by Room to Read, Delhi, India.

2015      Nag, S. The cognitive bases of reading. National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, Room to Read, India.

2014      Nag, S. & Vagh, S.B. Home language and literacy environments: a rigorous review of research from developing countries. Institute of Education, London, UK.

2014       Venkatesh, L., Krishna, M. & Nag, S. Towards use of sentence repetition for screening of language skills in Kannada: Preliminary observations from children in first grade. Paper presented at the annual conference of the Indian Speech and Hearing Association, Kochi, India.

2014      Nag, S. Literacy learning in developing countries: Findings from a rigorous review. Institute of Education, Centre for Literacy and Multilingualism University of Reading, UK.

2013      Winskell, H. & Nag, S. Literacy development in the alphasyllabaries. Symposium Chair with papers on Sinhala, Thai, Kannada, Telugu and Korean Hangul, Symposium held at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. & Snowling, M. J.  Children’s phonemic performance: Does location matter? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013     Venkatesh, L., Bhavani, G., Rupela, V. & Nag, S.  Syllable awareness in an alphasyllabary: Observations from syllable segmentation abilities of Telugu speaking children. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. Reading the Indic Alphasyllabaries: findings from acquisition studies. Invited papers in Symposium on ‘Learning to Read: Child and Machine’, School of Computer & Information Sciences and the Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2013      Nag, S.  Language for Literacy and Mathematical Reasoning.  Invited paper presented at the International Symposium on Advances in Language-Cognition Research, Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012     Lall R., Sutar, L. & Nag, S. The tiger who had a cold. Changes in children’s story writing following a language programme. Poster presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012     Sircar, S. & Nag, S. Spelling development in young Bengali readers, paper presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012  Nag, S., Mircovik, J. & Snowling, M. J. Sentence repetitions of bilingual children:
a multi-factorial study examining individual differences in the first language
. Paper presented in the International Conference on Bilingualism and Comparative Linguistics, Chinese University of Hong Kong, Hong Kong.

2012     Nag, S. Symbol learning across writing systems, Symposium Chair with papers on Chinese, Kannada, Arabic and European orthographies from Labs in 6 countries, at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal

2012     Nag, S., Snowling, M. J., Hulme, C. & Quinlan, P. Learning the Kannada akshara: the role of child and symbol characteristics. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal.

2011      Nag, S. Bengalooru and Bangalore: How does the multilingual context of an expanding city play out in its classrooms?, Paper presented at the VC’s Interdisciplinary Seminar on Megacities, University of York, UK.

2011     Nag, S. Reading acquisition across writing systems. Invited presentation, Language, Cognition and Development Seminars. School of Psychology, Bangor University

2011      Nag S. & Snowling, M. J. Another view of literacy acquisition in English: findings from a study of children learning to read two writing systems. Invited presentation at the International Conference on Reading, Spelling and Writing Development, Enhancing Literacy Development in European Languages, Prague, Czech Republic.

2011     Nag S. & Snowling, M. J. Repeat after me… What do children’s responses tell us about the foundations of literacy acquisition in the first and second language, paper presented at 8th International Conference of the British Dyslexia Association, Harrogate, UK.

2010      Nag, S. Re-thinking support:  the hidden school-to-work challenges for individuals with Special NeedsSymposium Chair, invited symposium in the International Conference on Guidance and Counselling of the International Educational and Vocational Guidance and The Promise Foundation, Bangalore, India.

2010      Nag, S. Children’s reading development: learning about sounds, symbols and cross-modal mappings, Invited paper, International Conference on Cognitive Development, Center of Cognitive and Behavioural Sciences, University of Allahabad, India.

2009      Nag, S. The visuo-spatially complex Kannada alphasyllabary, The London Symposium on Writing Systems, Institute of Education, UK.

2009     Nag, S. The visuo-spatially complex Kannada alphasyllabary, Invited paper, The London Symposium on Writing Systems, Institute of Education, UK.

2008      Nag, S. Dyslexia and the Indian akshara: emerging trends, Symposium chair, invited symposium in the International conference of the British Dyslexia Association, Harrogate, UK.

2007      Nag, S. Akshara, alphabet and learning; Invited paper in the International Conference on Cognition and Learning:  Theory and practice, Udaipur, India.

2005     Nag, S. Language Attainments and Learning Opportunities: pointers for a new curriculum framework, Invited address as member of National Focus Group – English Language, National Curriculum Framework Review of the National Council for Educational Research and Training (NCERT), New Delhi, India.

2001      Nag, S. Communicating Strategies on ECCSGD – Experiences with communities in Karnataka, invited paper presented in the workshop for Southern States on “Communication Strategies for Early Childhood Care, Survival, Growth and Development” organised by the Commissionerate of Social Welfare (ICDS), Tamil Nadu and UNICEF, Chennai, India.

2000     Nag-Arulmani S., Arulmani, G., Lata, R., & Sutar, L., The emergence of literacy and creativity amongst tribals and forest dwellers:  our experiences with a remedial education programme, invited presentation at the Southern Region NGOs conference conducted by National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

1993      Nag-Arulmani, S. Stress and the young child, invited paper presented at the national conference on Stress and the Pre-school Child organised by Teachers Centre and the National Council of Educational Research and Training (NCERT), Calcutta, India.

 JOURNAL ARTICLES 

  1. , S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Bhide, A., Luo, W., Vijay, N., Perfetti, C., Wang, J., & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149–2178. https://doi.org/10.1007/s11145-019-09934-x
  3. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2019). Cognitive predictors of word reading in Sinhala, Reading and Writing, 32, 1881–1907. https://doi.org/10.1007/s11145-018-9927-5
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  8. Aravind, S., Nag, S., & Arulmani, G. (2015). A learning skills approach to the career assessment of individuals with dyslexia. Career Planning & Adult Development Journal, 31(4), 162-171.
  9. Moll, K., Hulme, C., Nag, S. & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics. 36, 203-221. doi:10.1017/S0142716413000
  10. Nag, S. (2014) Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  11. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  12. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014): Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16. doi:10.1080/10888438.2014.892489
  13. Aravind, S. & Nag, S. (Dec., 2013) Exploring career assessment frameworks for children with learning disabilities. Journal of the Indian Association for Career and Livelihood Planning. 2(1).
  14. Nag, S. (2013). Low literacy attainments in school and approaches to diagnosis: An exploratory study. Contemporary Education Dialogue, 10(2) 197- 221.
  15. Sircar, S. & Nag, S. (2013). Children’s intuitive syllabification of intervocalic consonant clusters in Bengali: the role of sonority, phonotactics and akshara. The EFL Journal. 4(2): 35-52.
  16. Nag, S., & Snowling, M. J. (2012) Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423. doi:10.1080/10888438.2011.576352
  17. Nag S., & Snowling M. (July, 2011). Cognitive profiles of poor readers of Kannada, Reading and Writing: an Interdisciplinary Journal, 24(6), 657-676. doi: 10.1007/s11145-010-9258-7
  18. Nag, S., & Snowling, M. (June, 2011). Reading comprehension, decoding and oral language, The EFLU Journal, English and Foreign Languages University, 2(2), 75-93.
  19. Nag, S. (2011). Re-thinking support:  the hidden school-to-work challenges for individuals with Special Needs. International Journal of Educational and Vocational Guidance. 11(2), 125 – 137. doi: 10.1007/s10775-011-9203-6
  20. Nag, S., Treiman, R., & Snowling, M. (March, 2010). Learning to Spell in an Alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41-52. doi: 10.1093/wsr/wsq001
  21. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.
  22. Nag, S. (July, 2006). Literacy for all: Chipping away at the ceiling, NORRAG NEWS, 37, Special Issue on Educating and training out of poverty.
  23. Arulmani, G., & Nag, S. (July, 2006). Capacity building for career counselling. Seminar, Special Issue on Education and Livelihoods.
  24. Nag-Arulmani, S. (July, 2004). Is remedial education going the counselling way? Contemporary Education Dialogue 2, 129-132. doi:1177/097318490400200113
  25. Nag-Arulmani, S., Reddy, V., & Buckley, S. (2003). Targeting Phonological representations can help in the early stages of reading in a non-dominant language.  Journal of Research in Reading, 26(1), 49-68. Special Issue on the Development of Literacy among Bilingual and Multilingual Children.
  26. Nag, S., & Rao, S. L. (1999). Remediation of attention deficits in mild head injury. Neurology India. 47(1), 32-39.
  27. Nag-Arulmani, S., & Rao, S. L. (September, 1997). Tests of Attention. Indian Journal of Clinical Psychology. 24(2), 167-70.

 REPORTS

  1. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development.
  2. Nag S, Chiat S, Torgerson C, Snowling MJ (2014) Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4
  3. Nag, S. and Sircar, S. (2008). Learning to read in Bengali: Report of a Survey of five Kolkata primary schools. Bangalore: The Promise Foundation.
  4. Chamarajanagar Stories: Reflections on language, literacy and learning (2007). Bangalore: The Promise Foundation and National Institute of Advanced Studies.
  5. Arulmani, G. & Nag S. (2006). Work Orientations and Responses to Career Choices: Indian Regional Survey (WORCC-IRS). Bangalore: The Promise Foundation.
  6. Nag-Arulmani, S. & Kishen, R. (1998). Stimulation Programmes with village women in fifty two villages in Deodurg Taluk, Raichur, Karnataka. Bangalore: The Promise Foundation.
  7. Nag, S. (1997). Difficulties in reading, spelling, writing and number work in Kannada and Tamil medium schools. Bangalore: The Promise Foundation.
  8. Nag-Arulmani, S. & Rajendran, V. (1996) Stimulation programmes in anganwadis in six slums in Bangalore. Bangalore: The Promise Foundation.

OTHER 

  1. The Oxford University’s Public Engagement with Research portal: Putting children first: sharing research evidence (2021).
  2. Government of Meghalaya, India (2021). Expert member of the State Early Childhood Mission.
  3. Government of Karnataka, India (2018-present). Technical lead for early childhood curriculum reform: focus on emergent literacy. Working group comprising NGO, University, Government and UNICEF.
  4. Nag, S. (2019). Variability in learning contexts and learning to read. Teaching Struggling Readers Around the World World Learning and The Chinese University of Hong Kong (CUHK).
  5. Nag, S. & Arulmani, G. (March 2015). Needs analysis of eight schools under the Bruhat Bengaluru Mahanagara Palike (the Bangalore City Corporation): Final Report. Bangalore: The Promise Foundation.
  6. Nag, S. (March, 2012). The learning disorders: a multi-factorial perspective. First brainstorming meeting of the National Programme on Educational Neuroscience, National Brain Research Center (NBRC) and the Department of Science and Technology, India.
  7. Nag, S. (2010). Children with reading difficulties. For 25 years of community service report of Seva-in-Action, Bangalore: Seva-in-Action.
  8. Nag, S. (October, 2009). Inclusive classrooms for children with different language learning needs, Learning Curve, 13, 43 – 45. Special Issue on Language Learning, Bangalore: Azim Premji Foundation.
  9. National Curriculum Framework, National Council for Educational Research and Training (NCF, NCERT) (2004 – 2005). Member of Focus Group on language curriculum and English in Indian primary schools.
  10. A policy and strategy for the Government of Rwanda, Ministry of Education on a mission with UNICEF, Rwanda (2003). The draft policy and strategy were vetted by the Parliament in 2006 and became operational in the provinces soon after.

 For further information see here.

 

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of the Indian Speech and Hearing Association, Bangalore, India.

2019         Nag, S. Keynote. Emergent and early literacy: how children learn to use a writing system. Diversity of writing systems: embracing multiple perspectives. The 12th International Workshop of the Association for Written Language and Literacy, University of Cambridge, UK.

2019        Nag, S. Keynote. Quality and scale: tools, programmes & adults learning. The Literacy   Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.

2018         Nag, S. Inaugural Lecture. Literacy and Foundation Learning in Multilingual India. Department of Education, University of Oxford.

2017         Nag, S. Keynote. Literacy in multilingual India. (Room to Read: New Delhi) Interview.

2017         Nag, S. KeynoteA learning mechanisms perspective on reading and writing development: insights from Asia. In the Annual Conference of the Association for Reading and Writing in Asia (ARWA). (Education University, Hong Kong)

2016         Nag, S. Keynote.  On literacy learning: some old and some new constructs. 3rd Annual Meeting of the Association for Cognitive Science, Gandhinagar: India.

2016         Nag, S. Learning to read in akshara-based languages, National Brain Research Centre (NBRC), Manesar, India.

2016        Nag, S. Oral Language and Learning to Read.  The Global Literacy Special Interest Group’s Highlighted Session on ‘The next generation of reading interventions: The importance of assessing & teaching oral language skills in L1’, Comparative and International Education Society (CIES) annual meeting in Vancouver, Canada http://globalreadingnetwork.net/resources/oral-language-and-learning-read

2016        Nag, S. & Snowling, M. J. Interventions for language and literacy learning for difficult-to-reach children, Symposium Chair with accepted papers on interventions in the UK and Brazil (low-income homes), Romania (Roma children), Luxembourg (Portuguese immigrant children), and the developing countries (low-income communities), Symposium to be held at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016        Nag, S. Torgerson, C., Asfaha, Y., Griffiths, Y., Reen, C., Chiat, S., and Snowling, M. J., Literacy and foundation learning in low- and middle-income countries: a synthesis of intervention studies. Paper to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016       Loff, A., Vale, A. P, Mircovic, J., Moll, K., Snowling, M. J. & Nag, S. The Role of Grammatical Complexity and Verbal Memory on Sentence Repetition in Portuguese Speaking Children. Poster to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2015       Bhide, A, Perfetti, C., Wang, J., Luo, W., Vijay, N., Maries, A. & Nag, S.  Improving akshara knowledge via a mobile game. Poster presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, USA.

2015       Nag, S. Early Childhood Foundations for Learning. Symposium on Development and Learning; Global Education: Early Childhood and Beyond, St John’s College, Oxford

2015       Nag, S. Worlds without fear: School Cultures.  Invited Lecture in the Center for Learning (CFL) Conference, Bangalore, India.

2015      Nag, S. The cognitive bases of reading. Invited presentation in the National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, organized by Room to Read, Delhi, India.

2015      Nag, S. The cognitive bases of reading. National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, Room to Read, India.

2014      Nag, S. & Vagh, S.B. Home language and literacy environments: a rigorous review of research from developing countries. Institute of Education, London, UK.

2014       Venkatesh, L., Krishna, M. & Nag, S. Towards use of sentence repetition for screening of language skills in Kannada: Preliminary observations from children in first grade. Paper presented at the annual conference of the Indian Speech and Hearing Association, Kochi, India.

2014      Nag, S. Literacy learning in developing countries: Findings from a rigorous review. Institute of Education, Centre for Literacy and Multilingualism University of Reading, UK.

2013      Winskell, H. & Nag, S. Literacy development in the alphasyllabaries. Symposium Chair with papers on Sinhala, Thai, Kannada, Telugu and Korean Hangul, Symposium held at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. & Snowling, M. J.  Children’s phonemic performance: Does location matter? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013     Venkatesh, L., Bhavani, G., Rupela, V. & Nag, S.  Syllable awareness in an alphasyllabary: Observations from syllable segmentation abilities of Telugu speaking children. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. Reading the Indic Alphasyllabaries: findings from acquisition studies. Invited papers in Symposium on ‘Learning to Read: Child and Machine’, School of Computer & Information Sciences and the Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2013      Nag, S.  Language for Literacy and Mathematical Reasoning.  Invited paper presented at the International Symposium on Advances in Language-Cognition Research, Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012     Lall R., Sutar, L. & Nag, S. The tiger who had a cold. Changes in children’s story writing following a language programme. Poster presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012     Sircar, S. & Nag, S. Spelling development in young Bengali readers, paper presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012  Nag, S., Mircovik, J. & Snowling, M. J. Sentence repetitions of bilingual children:
a multi-factorial study examining individual differences in the first language
. Paper presented in the International Conference on Bilingualism and Comparative Linguistics, Chinese University of Hong Kong, Hong Kong.

2012     Nag, S. Symbol learning across writing systems, Symposium Chair with papers on Chinese, Kannada, Arabic and European orthographies from Labs in 6 countries, at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal

2012     Nag, S., Snowling, M. J., Hulme, C. & Quinlan, P. Learning the Kannada akshara: the role of child and symbol characteristics. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal.

2011      Nag, S. Bengalooru and Bangalore: How does the multilingual context of an expanding city play out in its classrooms?, Paper presented at the VC’s Interdisciplinary Seminar on Megacities, University of York, UK.

2011     Nag, S. Reading acquisition across writing systems. Invited presentation, Language, Cognition and Development Seminars. School of Psychology, Bangor University

2011      Nag S. & Snowling, M. J. Another view of literacy acquisition in English: findings from a study of children learning to read two writing systems. Invited presentation at the International Conference on Reading, Spelling and Writing Development, Enhancing Literacy Development in European Languages, Prague, Czech Republic.

2011     Nag S. & Snowling, M. J. Repeat after me… What do children’s responses tell us about the foundations of literacy acquisition in the first and second language, paper presented at 8th International Conference of the British Dyslexia Association, Harrogate, UK.

2010      Nag, S. Re-thinking support:  the hidden school-to-work challenges for individuals with Special NeedsSymposium Chair, invited symposium in the International Conference on Guidance and Counselling of the International Educational and Vocational Guidance and The Promise Foundation, Bangalore, India.

2010      Nag, S. Children’s reading development: learning about sounds, symbols and cross-modal mappings, Invited paper, International Conference on Cognitive Development, Center of Cognitive and Behavioural Sciences, University of Allahabad, India.

2009      Nag, S. The visuo-spatially complex Kannada alphasyllabary, The London Symposium on Writing Systems, Institute of Education, UK.

2009     Nag, S. The visuo-spatially complex Kannada alphasyllabary, Invited paper, The London Symposium on Writing Systems, Institute of Education, UK.

2008      Nag, S. Dyslexia and the Indian akshara: emerging trends, Symposium chair, invited symposium in the International conference of the British Dyslexia Association, Harrogate, UK.

2007      Nag, S. Akshara, alphabet and learning; Invited paper in the International Conference on Cognition and Learning:  Theory and practice, Udaipur, India.

2005     Nag, S. Language Attainments and Learning Opportunities: pointers for a new curriculum framework, Invited address as member of National Focus Group – English Language, National Curriculum Framework Review of the National Council for Educational Research and Training (NCERT), New Delhi, India.

2001      Nag, S. Communicating Strategies on ECCSGD – Experiences with communities in Karnataka, invited paper presented in the workshop for Southern States on “Communication Strategies for Early Childhood Care, Survival, Growth and Development” organised by the Commissionerate of Social Welfare (ICDS), Tamil Nadu and UNICEF, Chennai, India.

2000     Nag-Arulmani S., Arulmani, G., Lata, R., & Sutar, L., The emergence of literacy and creativity amongst tribals and forest dwellers:  our experiences with a remedial education programme, invited presentation at the Southern Region NGOs conference conducted by National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

1993      Nag-Arulmani, S. Stress and the young child, invited paper presented at the national conference on Stress and the Pre-school Child organised by Teachers Centre and the National Council of Educational Research and Training (NCERT), Calcutta, India.

 JOURNAL ARTICLES 

  1. , S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Bhide, A., Luo, W., Vijay, N., Perfetti, C., Wang, J., & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149–2178. https://doi.org/10.1007/s11145-019-09934-x
  3. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2019). Cognitive predictors of word reading in Sinhala, Reading and Writing, 32, 1881–1907. https://doi.org/10.1007/s11145-018-9927-5
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  8. Aravind, S., Nag, S., & Arulmani, G. (2015). A learning skills approach to the career assessment of individuals with dyslexia. Career Planning & Adult Development Journal, 31(4), 162-171.
  9. Moll, K., Hulme, C., Nag, S. & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics. 36, 203-221. doi:10.1017/S0142716413000
  10. Nag, S. (2014) Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  11. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  12. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014): Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16. doi:10.1080/10888438.2014.892489
  13. Aravind, S. & Nag, S. (Dec., 2013) Exploring career assessment frameworks for children with learning disabilities. Journal of the Indian Association for Career and Livelihood Planning. 2(1).
  14. Nag, S. (2013). Low literacy attainments in school and approaches to diagnosis: An exploratory study. Contemporary Education Dialogue, 10(2) 197- 221.
  15. Sircar, S. & Nag, S. (2013). Children’s intuitive syllabification of intervocalic consonant clusters in Bengali: the role of sonority, phonotactics and akshara. The EFL Journal. 4(2): 35-52.
  16. Nag, S., & Snowling, M. J. (2012) Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423. doi:10.1080/10888438.2011.576352
  17. Nag S., & Snowling M. (July, 2011). Cognitive profiles of poor readers of Kannada, Reading and Writing: an Interdisciplinary Journal, 24(6), 657-676. doi: 10.1007/s11145-010-9258-7
  18. Nag, S., & Snowling, M. (June, 2011). Reading comprehension, decoding and oral language, The EFLU Journal, English and Foreign Languages University, 2(2), 75-93.
  19. Nag, S. (2011). Re-thinking support:  the hidden school-to-work challenges for individuals with Special Needs. International Journal of Educational and Vocational Guidance. 11(2), 125 – 137. doi: 10.1007/s10775-011-9203-6
  20. Nag, S., Treiman, R., & Snowling, M. (March, 2010). Learning to Spell in an Alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41-52. doi: 10.1093/wsr/wsq001
  21. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.
  22. Nag, S. (July, 2006). Literacy for all: Chipping away at the ceiling, NORRAG NEWS, 37, Special Issue on Educating and training out of poverty.
  23. Arulmani, G., & Nag, S. (July, 2006). Capacity building for career counselling. Seminar, Special Issue on Education and Livelihoods.
  24. Nag-Arulmani, S. (July, 2004). Is remedial education going the counselling way? Contemporary Education Dialogue 2, 129-132. doi:1177/097318490400200113
  25. Nag-Arulmani, S., Reddy, V., & Buckley, S. (2003). Targeting Phonological representations can help in the early stages of reading in a non-dominant language.  Journal of Research in Reading, 26(1), 49-68. Special Issue on the Development of Literacy among Bilingual and Multilingual Children.
  26. Nag, S., & Rao, S. L. (1999). Remediation of attention deficits in mild head injury. Neurology India. 47(1), 32-39.
  27. Nag-Arulmani, S., & Rao, S. L. (September, 1997). Tests of Attention. Indian Journal of Clinical Psychology. 24(2), 167-70.

 REPORTS

  1. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development.
  2. Nag S, Chiat S, Torgerson C, Snowling MJ (2014) Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4
  3. Nag, S. and Sircar, S. (2008). Learning to read in Bengali: Report of a Survey of five Kolkata primary schools. Bangalore: The Promise Foundation.
  4. Chamarajanagar Stories: Reflections on language, literacy and learning (2007). Bangalore: The Promise Foundation and National Institute of Advanced Studies.
  5. Arulmani, G. & Nag S. (2006). Work Orientations and Responses to Career Choices: Indian Regional Survey (WORCC-IRS). Bangalore: The Promise Foundation.
  6. Nag-Arulmani, S. & Kishen, R. (1998). Stimulation Programmes with village women in fifty two villages in Deodurg Taluk, Raichur, Karnataka. Bangalore: The Promise Foundation.
  7. Nag, S. (1997). Difficulties in reading, spelling, writing and number work in Kannada and Tamil medium schools. Bangalore: The Promise Foundation.
  8. Nag-Arulmani, S. & Rajendran, V. (1996) Stimulation programmes in anganwadis in six slums in Bangalore. Bangalore: The Promise Foundation.

OTHER 

  1. The Oxford University’s Public Engagement with Research portal: Putting children first: sharing research evidence (2021).
  2. Government of Meghalaya, India (2021). Expert member of the State Early Childhood Mission.
  3. Government of Karnataka, India (2018-present). Technical lead for early childhood curriculum reform: focus on emergent literacy. Working group comprising NGO, University, Government and UNICEF.
  4. Nag, S. (2019). Variability in learning contexts and learning to read. Teaching Struggling Readers Around the World World Learning and The Chinese University of Hong Kong (CUHK).
  5. Nag, S. & Arulmani, G. (March 2015). Needs analysis of eight schools under the Bruhat Bengaluru Mahanagara Palike (the Bangalore City Corporation): Final Report. Bangalore: The Promise Foundation.
  6. Nag, S. (March, 2012). The learning disorders: a multi-factorial perspective. First brainstorming meeting of the National Programme on Educational Neuroscience, National Brain Research Center (NBRC) and the Department of Science and Technology, India.
  7. Nag, S. (2010). Children with reading difficulties. For 25 years of community service report of Seva-in-Action, Bangalore: Seva-in-Action.
  8. Nag, S. (October, 2009). Inclusive classrooms for children with different language learning needs, Learning Curve, 13, 43 – 45. Special Issue on Language Learning, Bangalore: Azim Premji Foundation.
  9. National Curriculum Framework, National Council for Educational Research and Training (NCF, NCERT) (2004 – 2005). Member of Focus Group on language curriculum and English in Indian primary schools.
  10. A policy and strategy for the Government of Rwanda, Ministry of Education on a mission with UNICEF, Rwanda (2003). The draft policy and strategy were vetted by the Parliament in 2006 and became operational in the provinces soon after.

 For further information see here.

 

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of the Indian Speech and Hearing Association, Bangalore, India.

2019         Nag, S. Keynote. Emergent and early literacy: how children learn to use a writing system. Diversity of writing systems: embracing multiple perspectives. The 12th International Workshop of the Association for Written Language and Literacy, University of Cambridge, UK.

2019        Nag, S. Keynote. Quality and scale: tools, programmes & adults learning. The Literacy   Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.

2018         Nag, S. Inaugural Lecture. Literacy and Foundation Learning in Multilingual India. Department of Education, University of Oxford.

2017         Nag, S. Keynote. Literacy in multilingual India. (Room to Read: New Delhi) Interview.

2017         Nag, S. KeynoteA learning mechanisms perspective on reading and writing development: insights from Asia. In the Annual Conference of the Association for Reading and Writing in Asia (ARWA). (Education University, Hong Kong)

2016         Nag, S. Keynote.  On literacy learning: some old and some new constructs. 3rd Annual Meeting of the Association for Cognitive Science, Gandhinagar: India.

2016         Nag, S. Learning to read in akshara-based languages, National Brain Research Centre (NBRC), Manesar, India.

2016        Nag, S. Oral Language and Learning to Read.  The Global Literacy Special Interest Group’s Highlighted Session on ‘The next generation of reading interventions: The importance of assessing & teaching oral language skills in L1’, Comparative and International Education Society (CIES) annual meeting in Vancouver, Canada http://globalreadingnetwork.net/resources/oral-language-and-learning-read

2016        Nag, S. & Snowling, M. J. Interventions for language and literacy learning for difficult-to-reach children, Symposium Chair with accepted papers on interventions in the UK and Brazil (low-income homes), Romania (Roma children), Luxembourg (Portuguese immigrant children), and the developing countries (low-income communities), Symposium to be held at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016        Nag, S. Torgerson, C., Asfaha, Y., Griffiths, Y., Reen, C., Chiat, S., and Snowling, M. J., Literacy and foundation learning in low- and middle-income countries: a synthesis of intervention studies. Paper to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2016       Loff, A., Vale, A. P, Mircovic, J., Moll, K., Snowling, M. J. & Nag, S. The Role of Grammatical Complexity and Verbal Memory on Sentence Repetition in Portuguese Speaking Children. Poster to be presented at the 23rd Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

2015       Bhide, A, Perfetti, C., Wang, J., Luo, W., Vijay, N., Maries, A. & Nag, S.  Improving akshara knowledge via a mobile game. Poster presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading, Hawaii, USA.

2015       Nag, S. Early Childhood Foundations for Learning. Symposium on Development and Learning; Global Education: Early Childhood and Beyond, St John’s College, Oxford

2015       Nag, S. Worlds without fear: School Cultures.  Invited Lecture in the Center for Learning (CFL) Conference, Bangalore, India.

2015      Nag, S. The cognitive bases of reading. Invited presentation in the National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, organized by Room to Read, Delhi, India.

2015      Nag, S. The cognitive bases of reading. National Consultation on Early Grade Reading: Deconstructing the Role of Fluency in Reading Instruction, Room to Read, India.

2014      Nag, S. & Vagh, S.B. Home language and literacy environments: a rigorous review of research from developing countries. Institute of Education, London, UK.

2014       Venkatesh, L., Krishna, M. & Nag, S. Towards use of sentence repetition for screening of language skills in Kannada: Preliminary observations from children in first grade. Paper presented at the annual conference of the Indian Speech and Hearing Association, Kochi, India.

2014      Nag, S. Literacy learning in developing countries: Findings from a rigorous review. Institute of Education, Centre for Literacy and Multilingualism University of Reading, UK.

2013      Winskell, H. & Nag, S. Literacy development in the alphasyllabaries. Symposium Chair with papers on Sinhala, Thai, Kannada, Telugu and Korean Hangul, Symposium held at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. & Snowling, M. J.  Children’s phonemic performance: Does location matter? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013     Venkatesh, L., Bhavani, G., Rupela, V. & Nag, S.  Syllable awareness in an alphasyllabary: Observations from syllable segmentation abilities of Telugu speaking children. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

2013      Nag, S. Reading the Indic Alphasyllabaries: findings from acquisition studies. Invited papers in Symposium on ‘Learning to Read: Child and Machine’, School of Computer & Information Sciences and the Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2013      Nag, S.  Language for Literacy and Mathematical Reasoning.  Invited paper presented at the International Symposium on Advances in Language-Cognition Research, Centre for Neural and Cognitive Sciences, University of Hyderabad, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012     Lall R., Sutar, L. & Nag, S. The tiger who had a cold. Changes in children’s story writing following a language programme. Poster presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012     Sircar, S. & Nag, S. Spelling development in young Bengali readers, paper presented in International Symposium on Language, Literacy and Cognitive Development, The Promise Foundation and University of York, Bangalore, India.

2012      Nag, S. Literacy development in children: the intertwining of oral language and the written word. Invited paper in Panel on Reading and Writing: Insights from Indian Languages, 44th Annual Convention of Indian Speech and Hearing Association, Hyderabad, India.

2012  Nag, S., Mircovik, J. & Snowling, M. J. Sentence repetitions of bilingual children:
a multi-factorial study examining individual differences in the first language
. Paper presented in the International Conference on Bilingualism and Comparative Linguistics, Chinese University of Hong Kong, Hong Kong.

2012     Nag, S. Symbol learning across writing systems, Symposium Chair with papers on Chinese, Kannada, Arabic and European orthographies from Labs in 6 countries, at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal

2012     Nag, S., Snowling, M. J., Hulme, C. & Quinlan, P. Learning the Kannada akshara: the role of child and symbol characteristics. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal.

2011      Nag, S. Bengalooru and Bangalore: How does the multilingual context of an expanding city play out in its classrooms?, Paper presented at the VC’s Interdisciplinary Seminar on Megacities, University of York, UK.

2011     Nag, S. Reading acquisition across writing systems. Invited presentation, Language, Cognition and Development Seminars. School of Psychology, Bangor University

2011      Nag S. & Snowling, M. J. Another view of literacy acquisition in English: findings from a study of children learning to read two writing systems. Invited presentation at the International Conference on Reading, Spelling and Writing Development, Enhancing Literacy Development in European Languages, Prague, Czech Republic.

2011     Nag S. & Snowling, M. J. Repeat after me… What do children’s responses tell us about the foundations of literacy acquisition in the first and second language, paper presented at 8th International Conference of the British Dyslexia Association, Harrogate, UK.

2010      Nag, S. Re-thinking support:  the hidden school-to-work challenges for individuals with Special NeedsSymposium Chair, invited symposium in the International Conference on Guidance and Counselling of the International Educational and Vocational Guidance and The Promise Foundation, Bangalore, India.

2010      Nag, S. Children’s reading development: learning about sounds, symbols and cross-modal mappings, Invited paper, International Conference on Cognitive Development, Center of Cognitive and Behavioural Sciences, University of Allahabad, India.

2009      Nag, S. The visuo-spatially complex Kannada alphasyllabary, The London Symposium on Writing Systems, Institute of Education, UK.

2009     Nag, S. The visuo-spatially complex Kannada alphasyllabary, Invited paper, The London Symposium on Writing Systems, Institute of Education, UK.

2008      Nag, S. Dyslexia and the Indian akshara: emerging trends, Symposium chair, invited symposium in the International conference of the British Dyslexia Association, Harrogate, UK.

2007      Nag, S. Akshara, alphabet and learning; Invited paper in the International Conference on Cognition and Learning:  Theory and practice, Udaipur, India.

2005     Nag, S. Language Attainments and Learning Opportunities: pointers for a new curriculum framework, Invited address as member of National Focus Group – English Language, National Curriculum Framework Review of the National Council for Educational Research and Training (NCERT), New Delhi, India.

2001      Nag, S. Communicating Strategies on ECCSGD – Experiences with communities in Karnataka, invited paper presented in the workshop for Southern States on “Communication Strategies for Early Childhood Care, Survival, Growth and Development” organised by the Commissionerate of Social Welfare (ICDS), Tamil Nadu and UNICEF, Chennai, India.

2000     Nag-Arulmani S., Arulmani, G., Lata, R., & Sutar, L., The emergence of literacy and creativity amongst tribals and forest dwellers:  our experiences with a remedial education programme, invited presentation at the Southern Region NGOs conference conducted by National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

1993      Nag-Arulmani, S. Stress and the young child, invited paper presented at the national conference on Stress and the Pre-school Child organised by Teachers Centre and the National Council of Educational Research and Training (NCERT), Calcutta, India.

 JOURNAL ARTICLES 

  1. , S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Bhide, A., Luo, W., Vijay, N., Perfetti, C., Wang, J., & Nag, S. (2019). Improving Hindi decoding skills via a mobile game. Reading and Writing, 32, 2149–2178. https://doi.org/10.1007/s11145-019-09934-x
  3. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2019). Cognitive predictors of word reading in Sinhala, Reading and Writing, 32, 1881–1907. https://doi.org/10.1007/s11145-018-9927-5
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  8. Aravind, S., Nag, S., & Arulmani, G. (2015). A learning skills approach to the career assessment of individuals with dyslexia. Career Planning & Adult Development Journal, 31(4), 162-171.
  9. Moll, K., Hulme, C., Nag, S. & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics. 36, 203-221. doi:10.1017/S0142716413000
  10. Nag, S. (2014) Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  11. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  12. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014): Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16. doi:10.1080/10888438.2014.892489
  13. Aravind, S. & Nag, S. (Dec., 2013) Exploring career assessment frameworks for children with learning disabilities. Journal of the Indian Association for Career and Livelihood Planning. 2(1).
  14. Nag, S. (2013). Low literacy attainments in school and approaches to diagnosis: An exploratory study. Contemporary Education Dialogue, 10(2) 197- 221.
  15. Sircar, S. & Nag, S. (2013). Children’s intuitive syllabification of intervocalic consonant clusters in Bengali: the role of sonority, phonotactics and akshara. The EFL Journal. 4(2): 35-52.
  16. Nag, S., & Snowling, M. J. (2012) Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423. doi:10.1080/10888438.2011.576352
  17. Nag S., & Snowling M. (July, 2011). Cognitive profiles of poor readers of Kannada, Reading and Writing: an Interdisciplinary Journal, 24(6), 657-676. doi: 10.1007/s11145-010-9258-7
  18. Nag, S., & Snowling, M. (June, 2011). Reading comprehension, decoding and oral language, The EFLU Journal, English and Foreign Languages University, 2(2), 75-93.
  19. Nag, S. (2011). Re-thinking support:  the hidden school-to-work challenges for individuals with Special Needs. International Journal of Educational and Vocational Guidance. 11(2), 125 – 137. doi: 10.1007/s10775-011-9203-6
  20. Nag, S., Treiman, R., & Snowling, M. (March, 2010). Learning to Spell in an Alphasyllabary: The case of Kannada. Writing Systems Research, 2(1), 41-52. doi: 10.1093/wsr/wsq001
  21. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.
  22. Nag, S. (July, 2006). Literacy for all: Chipping away at the ceiling, NORRAG NEWS, 37, Special Issue on Educating and training out of poverty.
  23. Arulmani, G., & Nag, S. (July, 2006). Capacity building for career counselling. Seminar, Special Issue on Education and Livelihoods.
  24. Nag-Arulmani, S. (July, 2004). Is remedial education going the counselling way? Contemporary Education Dialogue 2, 129-132. doi:1177/097318490400200113
  25. Nag-Arulmani, S., Reddy, V., & Buckley, S. (2003). Targeting Phonological representations can help in the early stages of reading in a non-dominant language.  Journal of Research in Reading, 26(1), 49-68. Special Issue on the Development of Literacy among Bilingual and Multilingual Children.
  26. Nag, S., & Rao, S. L. (1999). Remediation of attention deficits in mild head injury. Neurology India. 47(1), 32-39.
  27. Nag-Arulmani, S., & Rao, S. L. (September, 1997). Tests of Attention. Indian Journal of Clinical Psychology. 24(2), 167-70.

 REPORTS

  1. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development.
  2. Nag S, Chiat S, Torgerson C, Snowling MJ (2014) Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4
  3. Nag, S. and Sircar, S. (2008). Learning to read in Bengali: Report of a Survey of five Kolkata primary schools. Bangalore: The Promise Foundation.
  4. Chamarajanagar Stories: Reflections on language, literacy and learning (2007). Bangalore: The Promise Foundation and National Institute of Advanced Studies.
  5. Arulmani, G. & Nag S. (2006). Work Orientations and Responses to Career Choices: Indian Regional Survey (WORCC-IRS). Bangalore: The Promise Foundation.
  6. Nag-Arulmani, S. & Kishen, R. (1998). Stimulation Programmes with village women in fifty two villages in Deodurg Taluk, Raichur, Karnataka. Bangalore: The Promise Foundation.
  7. Nag, S. (1997). Difficulties in reading, spelling, writing and number work in Kannada and Tamil medium schools. Bangalore: The Promise Foundation.
  8. Nag-Arulmani, S. & Rajendran, V. (1996) Stimulation programmes in anganwadis in six slums in Bangalore. Bangalore: The Promise Foundation.

OTHER 

  1. The Oxford University’s Public Engagement with Research portal: Putting children first: sharing research evidence (2021).
  2. Government of Meghalaya, India (2021). Expert member of the State Early Childhood Mission.
  3. Government of Karnataka, India (2018-present). Technical lead for early childhood curriculum reform: focus on emergent literacy. Working group comprising NGO, University, Government and UNICEF.
  4. Nag, S. (2019). Variability in learning contexts and learning to read. Teaching Struggling Readers Around the World World Learning and The Chinese University of Hong Kong (CUHK).
  5. Nag, S. & Arulmani, G. (March 2015). Needs analysis of eight schools under the Bruhat Bengaluru Mahanagara Palike (the Bangalore City Corporation): Final Report. Bangalore: The Promise Foundation.
  6. Nag, S. (March, 2012). The learning disorders: a multi-factorial perspective. First brainstorming meeting of the National Programme on Educational Neuroscience, National Brain Research Center (NBRC) and the Department of Science and Technology, India.
  7. Nag, S. (2010). Children with reading difficulties. For 25 years of community service report of Seva-in-Action, Bangalore: Seva-in-Action.
  8. Nag, S. (October, 2009). Inclusive classrooms for children with different language learning needs, Learning Curve, 13, 43 – 45. Special Issue on Language Learning, Bangalore: Azim Premji Foundation.
  9. National Curriculum Framework, National Council for Educational Research and Training (NCF, NCERT) (2004 – 2005). Member of Focus Group on language curriculum and English in Indian primary schools.
  10. A policy and strategy for the Government of Rwanda, Ministry of Education on a mission with UNICEF, Rwanda (2003). The draft policy and strategy were vetted by the Parliament in 2006 and became operational in the provinces soon after.

 For further information see here.

 

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)
Publications
Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council
Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.

He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.

His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.

Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.

He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.

He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.

He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”

Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.

She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.

Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.

Ariel completed her DPhil in the Oxford University Department of Education. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

QUALIFICATIONS

  •  B.A. in Psychology and Social Relations, Harvard University
  • M.A. in  Developmental Psychology, Harvard University
  • Ph.D. in Developmental Psychology, Harvard University

RESEARCH

Kathy Sylva’s research interests include:

  • Early childhood curriculum and assessment
  • The ‘effectiveness’ of education in the pre-school and primary phases
  • The contribution of parents to children’s learning
  • Children’s Centres and Family Hubs
  • Supporting parents in behaviour management and learning
  • Reading Recovery and other literacy interventions

Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.

AWARDS AND DISTINCTIONS

Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014.  She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.

CURRENT RESEARCH PROJECTS

  • PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
  • CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust

Dr Sonali Nag is Professor of Psychology and Education and Education Fellow of Brasenose College.

Her interest in children’s typical and atypical development began with an MPhil at the National Institute of Mental Health and Neurosciences (NIMHANS, India).

Following her MPhil, she co-established the Consultant Psychologists Group and a Special Needs Center offering support for children manifesting difficulties in school. She also began work in the Indian charity, The Promise Foundation , focusing on early childhood and primary school programmes for children in poverty. She remains an honorary member of the Foundation.

Her PhD at the University of Portsmouth (UK) examined the impact of two interventions on literacy outcomes among multilingual children. In 2004, she began exploring the cognitive bases of learning to read in the Indic writing system of South Asia and as a Newton Fellow of the Royal Society and British Academy began the Children Learning to Read project in India in 2009. She curates a unique web resource—Lingua Akshara —for researchers, clinicians and teachers working in South and Southeast Asian languages. She moved to Oxford in 2017.

Sonali investigates child learning within diverse settings. Her research is comparative with a focus on languages, writing systems, cultural settings and levels of socio-economic status. She uses a wide variety of methods including surveys in schools and home settings, child assessments, corpora analysis, secondary data analysis, and narrative reviews. Her work seeks to develop a nuanced, contextually grounded understanding of child development. Her research can broadly be categorised into the study of child level factors and contextual factors.

She has worked extensively on the languages of south Asia and how children master the scripts of the region. She has conducted studies on literacy development in multilingual India, focusing on Kannada, Bengali, Tamil, Hindi and English. Since 2015, this line of work has expanded to select other languages across Asia, including Sinhala, Filipino and Mandarin. Taken together, this body of work has helped to understand how design features of a writing system influence learning. Since 2020, she is working with collaborators on interventions that can support children’s oral language development. Another line of recent work is to examine children’s books to better map the real world demands on meaning making among young learners.

She also studies the effects of contextual factors on literacy learning using an unparalleled database of thirty-years of research in low- and middle-income countries. This work synthesises descriptive, correlational and causal evidence to inform theorising, and practice. The work on child assessment, for instance, has drawn attention to large-scale replication of western tests even when education systems are not teaching a European language or alphabetic system. The examination of interventions to support literacy learning highlights little attention to potentially useful cultural practices linked to oral and choral language traditions and learning-by-writing. These lines of study have relevance for policy and practice.

Sonali is currently the course leader for the MSc. Education (Child Development and Education) pathway. She serves as a reviewer for national and international research councils and high impact journals in the fields of child development, experimental and developmental psychology, psycholinguistics, neuroscience, education, and development studies. she has been a key note speaker, invited speaker and symposium chair at leading international conferences concerned with reading, cognition, developmental disorders, and comparative and international education. She has initiated and led international networks for the study of the akshara writing system of Asia, foundation learning in low- and middle-income countries, and methods to assess child language. She has written evidence briefs, drafted education policies, and led reform of curricula for the early childhood and primary school years. She has been an invited panel member in agenda-setting meetings for multilateral agencies. She has also supported practitioner networks.

 

FEATURED PUBLICATIONS 

  1. Nag, S. (accepted). How children learn to use a writing system: Mapping evidence from an Indic orthography to written language in children’s books. (Written Language and Literacy)
  2. Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Nag, S. (2019). Keynote. Quality and scale: tools, programmes & adults learning. The Literacy Conference: Quality at Scale. Seminar on Literacy and Reading in Indian scripts and languages. Room to Read India Trust and USAID.
  4. Wijaythilake, MADK, Parrila, R, Inoue, T, & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading. 22(5) 420-433. http://doi.org/10.1080/10888438.2018.1466890
  5. Nag, S., Vagh, S., Dulay, K., & Snowling, M. (2018). Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries. Review of Education. DOI: https://doi.org/10.1002/rev3.3130. Contexts and Implications for Policy and Practice
  6. Nag, S., Snowling, M.J., & Mirkovic, J. (2018). The role of language production mechanisms in children’s sentence repetition: Evidence from an inflectionally rich language. Applied Psycholinguistics. DOI: http://doi.org/10.1017/S0142716417000200
  7. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  8. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  9. Nag, S. (2017) Assessment of literacy and foundation learning in developing countries: final report. xiii, 94p London: Department for International Development. Evidence Brief. Video description. Variability in learning contexts and learning to read. Blog.
  10. Adoption of cultural sensitivity guidelines for educational programmes, in Assessing the Strength of Evidence in the Education Sector, (n.d.) p. 20-22, Building Evidence in Education (BE2) led by a steering committee comprising DfID, UNICEF, USAID and the World Bank Group.
  11. Nag, S., Snowling, M.J. & Asfaha, Y. (2016). Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies. Oxford Education Review, 42 (1), 36-54. doi: 10.1080/03054985.2015.1135115
  12. Nag, S. & Perfetti, C. A. (2014). Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia. Writing Systems Research, 6(1), 1-9.
  13. Nag, S. (2014). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster. Writing Systems Research, 6, 105–119. DOI: 10.1080/17586801.2013.855621
  14. Nag, S., Snowling, M., Quinlan, P. & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 1-16.
  15. Nag S., Chiat S., Torgerson C., Snowling M. J. (2014). Literacy, foundation learning and assessment in developing countries: final report. London: EPPI-Centre, Social Science Research Unit, University of London. ISBN: 978-1-907345-65-4 Evidence Brief. Video description.
  16. Nag, S. (2014). Alphabetism and the science of reading: from the perspective of the akshara languages. Frontiers in Psychology, 5:866.
  17. Nag, S., & Snowling, M. J. (2012). Reading in an alphasyllabary: Implications for a language-universal theory of learning to read. Scientific Studies of Reading, 16, 404-423.
  18. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  19. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  20. Nag, S. (Feb, 2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1), 7-22. Special Issue on Reading and Literacy in Developing Countries.

 BOOKS 

  1. Verhoeven, S. Nag, C. Perfetti, & K. Pugh, (Eds.) (publication expected in 2022). Global variation of literacy development. Cambridge University Press.
  2. Nag, S. (2010). A Handbook about Early Learning for Teachers. Bangalore: IBM India Ltd and The Promise Foundation (available in English, Hindi and Tamil).
  3. Abrol, U. & Nag, S. (2006). Handbook on prevention of child labour for anganwadi workers. Geneva: International Labour Organisation (available in Telugu and English).
  4. Nag, S. & Arulmani, G. (2006). Handbook on prevention of child labour for village community workers. Geneva: International Labour Organisation (available in Telugu and English).
  5. Nag-Arulmani, S. (2005). (Series Editor). Somu Series: Teachers’ manual for promoting early reading. Bangalore, India: The Promise Foundation (available in four Indian languages).
  6. Arulmani, G. & Nag-Arulmani, S. (2004). Career counselling: A handbook. New Delhi: Tata McGraw Hill.

BOOK CHAPTERS

  1.  Nag, S. & Narayanan, B. (2019). Orthographic knowledge, spelling and reading development in Tamil: the first three years. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  2. Sircar, S. & Nag, S. Spelling and reading words in Bengali: The role of distributed phonology (2019). In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  3. Mathur, C. & Nag, S. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  4. Vagh, S. B. & Nag, S. (2019). The assessment of emergent and early literacy skills in the akshara languages. In M. Joshi, & C. McBride, (Eds). Handbook of Literacy in Akshara Orthography. Springer.
  5. Vagh, S. B., Nag, S., & Banerjee, R. (2017). India: The policy and practice of early literacy acquisition in the akshara languages. In: Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge.
  6. Nag, S. (2017). Learning to read alphasyllabaries. In K. Cain, D. Compton, & R. Parrila (Eds.) Theories of reading development. Amsterdam: John Benjamins.
  7. Nag, S. (2017). The Akshara languages of South Asia: literacy acquisition and development. In: Perfetti, & L. Verhoeven (Eds.) Learning to read across languages and writing systems: an international handbook. Cambridge University Press.
  8. Sircar, S. & Nag, S. (2014). Akshara-syllable mappings in Bengali: a language -specific skill for reading. In H. Winskel & P. Padakannaya (Eds), South and Southeast Asian Psycholinguistics (pp. 409 – 425). Cambridge: Cambridge University Press.
  9. Nag, S. (2014). Special educational needs, social cognitive environments and preparing for the world of work. In G. Arulmani, A. Bakshi, F. Leong, & A. G. Watts (Eds.) Handbook of Career Development: International Perspectives (pp. 497 – 512). Springer, N. Y.
  10. Nag, S. & Snowling, M.J. (2013). Children’s reading development: Learning about sounds, symbols and cross-modal mappings.  In Kar, B.R.  (Ed).  Cognition and Brain Development: Converging Evidence from Various Methodologies.  (pp. 253-270) Washington DC: APA.
  11. Nag, S. & Snowling, M.J. (2012). School underachievement and specific learning difficulties. In Rey, J.M (Ed). IACAPAP e-textbook of Child and Adolescent Mental Health. Accompanying powerpoint presentation for teaching by M. DiGiovanni & J. Chilton in Section C (Developmental Disorders).
  12. Nag, S. (2011). The akshara languages: What do they tell us about children’s literacy learning? In R. Mishra & N. Srinivasan (Eds.), Language-Cognition: State of the Art (pp. 291 – 310).  Germany: Lincom Publishers.
  13. Nag, S. (2003). Reading difficulties in the Indian languages. In N. Goulandris (Ed.) Dyslexia: A Cross Linguistic Perspective (pp. 235-254). London: Whurr Publishers.
  14. Arulmani, G. & Nag-Arulmani, S. (2001). The child in the community: Multiple dimensions to disadvantage. In G. Mohan Kumar, A. Umapathy & S. Bhogle, (Eds.), Readings in Child Development. Bangalore: Prasaranga Publishers.
  15. Nag, S. (1996). Students with specific learning disability in the new English curriculum. In R. Mathew & R. L. Eapen (Eds.), The Language Curriculum: Dynamics of change (Vol. II). Hyderabad: Central Institute of English and Foreign Languages (CIEFL).

CONFERENCE PAPERS

2021        Nag, S. Language, literacy and learning in the early grade. Invited Plenary Speaker, 7th International Literacy Conference of the Reading Association of the Philippines

2021        Padilla, P., Fua, M. M. R. C., Reoperez, M. G., Lucasan, K. L., Ocampo, D. J., Diaz, L., Salvador, A. M. M. S, Dulay, K. M. & Nag, S. UsapTayo, Para sa Bata: A Closer Look at Children’s Books. 7th International Literacy Conference of the Reading Association of the Philippines

2021        Nag, S. Language, literacy and children’s books. Invited Panellist, International Conference on Designing for Children, IDC School of Design, Indian Institute of Technology (IIT) – Bombay, Mumbai, India.

2020        Dulay, K. M. & Nag, S. A corpus-based analysis of Filipino verbs in children’s books. Words in the World Conference.

2020        Nagendra, S., Kotian, D., Megha K., Arulmani, G., John, S., Tiwari, S., Dulay, K. M. & Nag, S. Lexical diversity in a morphologically rich south Asian language: a very preliminary psycholinguistic analysis of a child-directed print corpus.  Words in the World Conference.

2020         Padilla, P., Ocampo, D. J., Lucasan, K. L., & Nag, S. English loan words in Filipino children’s literature: Implications for cross-linguistic literacy development. Words in the World Conference.

2020         Pu, J. & Nag, S. The Effect of Copying on Intra-symbol Processing for Meaning Recognition and Written Recall: Exploring with a Home-based Programme for Chinese Heritage Language Learners. 4th Annual Conference of the Association for Reading and Writing in Asia (ARWA), Institute of Psychology, Chinese Academy of Sciences, China.

2019         Nag S. Assessment of literacy and foundation learning in multilingual India: What to assess and how. 3rd Annual Conference of the Association for Reading and Writing in Asia (ARWA), BITS Pilani – Goa Campus, India.

2019         Nag S. Keynote. Dyslexia:  Finding the balance. 51st Annual Conference of