Dr Fiona Kyle
- Dr Fiona Kyle
- +44 (0)20 7040 4134
Fiona Kyle is a developmental psychologist specialising in literacy development in typical and atypical populations. She joined City University London in 2013 after previously working at the University of Cambridge, University of Jyvaskyla, UCL and University of Bedfordshire.
Fiona is a Chartered Psychologist who joined the Division in October 2013. She specialises in developmental psychology and her research focuses on literacy and language development in typical and atypical populations. She completed a PhD at Royal Holloway College, University of London, investigating the longitudinal predictors of reading and spelling development in deaf children. She then continued this line of research with an ESRC Postdoctoral Research Fellowship at the Centre for Neuroscience in Education at the University of Cambridge. She subsequently held several postdoctoral research fellow positions at the Deafness, Cognition and Language Research Centre (DCAL) at UCL, the University of Cambridge and the University of Jyvaskyla, Finland. From 2011-2013 she was a Senior Lecturer in Developmental Psychology at the University of Bedfordshire. Fiona is currently Programme Director for the BSc in Speech and Language Therapy.
PhD, BSc (Hons)
- Programmer Director for BSc Speech and Language Therapy
- Module leader for HCM010: Identity, Inclusion and Living with a Disability
- Committee member for BPS Developmental Section Committee
- Chair for Consortium for Research in Deaf Education (CRIDE)
Editorial Board Memberships
-Editorial Board Member for Journal of Deaf Studies and Deaf Education (JDSDE)
- Reviewer for many journals
- Associate Fellow of the British Psychological Society (BPS)
- Voting member of the Society for Scientific Study in Reading (SSSR)
- Member of the Experimental Psychology Society (EPS)
- Associate Fellow of the Higher Education Academy (HEA)
- Computer-assisted reading interventions
Fiona's research programme focuses mainly around the acquisition and development of literacy, language and cognitive skills in typical and atypical child populations. She is particularly interested in how deaf children learn to read and spell. Her research has three core strands: literacy development in deaf children; identifying underlying cognitive process involved in typical reading; providing theory driven reading remediation.
Her previous research investigated the longitudinal predictors of reading and spelling in deaf children and revealed the important role of vocabulary and speechreading in deaf reading. She designed a child-friendly, computerised assessment of speechreading suitable for use with deaf and hearing children: the Test of Child Speechreading (ToCS). Fiona has also conducted research looking at the efficacy of computer assisted reading interventions (CARIs) for struggling readers. She developed an English adaptation of the computerised reading intervention GraphoGame - GGRime.
Fiona's current research involves reading achievements in deaf school leavers; school-based trials of GraphoGame in the UK and Norway; identifying dyslexia in deaf children (with Ros Herman and Penny Roy); investigating the impact of technological advances on deaf children's reading acquisition (with Margaret Harris) and training speechreading in deaf children (with Mairead MacSweeney and colleagues).
- Reading and spelling acquisition
- Literacy development in deaf children
- Disorders of reading and spelling development
Current and Recently Completed Grants / Activities
- 2014: Reading achievements in deaf schools leavers - a pilot feasibility study. Kyle (PI). Funded by City University Pump Priming
- 2012-2014: Reading and dyslexia in deaf children: the special case of deaf children who sign. Herman (PI), Roy & Kyle. Funded by the Nuffield Foundation
- 2011-2014: Evaluating the efficacy of GGRime in a realistic educational setting. Kyle (PI) & Goswami. Funded by The British Academy.
2010-2012: Reading and dyslexia in deaf children: the need for normative data. Herman (PI), Roy & Kyle. Funded by The Nuffield Foundation.
Catherine Barnett, Katie Mayhew
Thesis title: A longitudinal Study of Letter Knowledge, Phonological Awareness, and Reading Comprehension
- Triseliotis, J.P., Feast, J. and Kyle, F. (2005). The Adoption Triangle Revisited A Study of Adoption, Search and Reunion Experiences. British Association for Adoption & Fostering(BAAF). ISBN 978-1-903699-71-3.
- Kvavilashvili, L., Kyle, F.E. and Messer, D.J. (2012). The development of prospective memory in children: Methodological issues, empirical findings, and future directions. Prospective Memory: Cognitive, Neuroscience, Developmental, and Applied Perspectives (pp. 115–140). ISBN 978-0-203-80994-5.
- Kvavilashvili, L., Kyle, F. and Messer, D. (2008). Prospective memory in children: Methodological issues, empirical findings and future directions. In Kliegel, M., McDaniel, M. and Einstein, G.O. (Eds.), Prospective Memory Cognitive, Neuroscience, Developmental, and Applied Perspectives (pp. 113–138). Psychology Press. ISBN 978-1-136-67879-0.
- Kyle, F.E. Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign. Research Methods in Sign Language Studies (pp. 300–318). John Wiley & Sons, Ltd. ISBN 978-1-118-27141-4.
- Herman, R., E. Kyle, F. and Roy, P. (2019). Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia. Reading Research Quarterly, 54(4), pp. 553–575. doi:10.1002/rrq.244.
- Pimperton, H., Kyle, F., Hulme, C., Harris, M., Beedie, I., Ralph-Lewis, A. … MacSweeney, M. (2019). Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial. Journal of speech, language, and hearing research : JSLHR, 62(8), pp. 2882–2894. doi:10.1044/2019_JSLHR-H-19-0073.
- Esmaeeli, Z., Kyle, F.E. and Lundetræ, K. (2019). Contribution of family risk, emergent literacy and environmental protective factors in children’s reading difficulties at the end of second-grade. Reading and Writing. doi:10.1007/s11145-019-09948-5.
- Esmaeeli, Z., Lundetræ, K. and Kyle, F.E. (2018). What can Parents' Self-report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry? Dyslexia, 24(1), pp. 84–105. doi:10.1002/dys.1571.
- Harris, M., Terlektsi, E. and Kyle, F.E. (2017). Concurrent and Longitudinal Predictors of Reading for Deaf and Hearing Children in Primary School. The Journal of Deaf Studies and Deaf Education, 22(2), pp. 233–242. doi:10.1093/deafed/enw101.
- Harris, M., Terlektsi, E. and Kyle, F.E. (2017). Literacy outcomes for primary school children who are deaf and hard of hearing: A cohort comparison study. Journal of Speech, Language, and Hearing Research, 60(3), pp. 701–711. doi:10.1044/2016_JSLHR-H-15-0403.
- Kyle, F.E., Campbell, R. and MacSweeney, M. (2016). The relative contributions of speechreading and vocabulary to deaf and hearing children's reading ability. Research in Developmental Disabilities, 48, pp. 13–24. doi:10.1016/j.ridd.2015.10.004.
- Kyle, F.E. and Cain, K. (2015). A Comparison of Deaf and Hearing Children's Reading Comprehension Profiles. Topics in Language Disorders, 35(2), pp. 144–156. doi:10.1097/TLD.0000000000000053.
- Roy, P., Shergold, Z., Kyle, F.E. and Herman, R. (2015). Spelling in oral deaf and hearing dyslexic children: A comparison of phonologically plausible errors. Research in Developmental Disabilities, 36, pp. 277–290. doi:10.1016/j.ridd.2014.10.012.
- Kyle, F.E., Campbell, R., Mohammed, T., Coleman, M. and MacSweeney, M. (2013). Speechreading development in deaf and hearing children: Introducing the test of child speechreading. Journal of Speech, Language, and Hearing Research, 56(2), pp. 416–426. doi:10.1044/1092-4388(2012/12-0039).
- Kyle, F., Kujala, J., Richardson, U., Lyytinen, H. and Goswami, U. (2013). Assessing the effectiveness of two theoretically motivated computerassisted reading interventions in the United Kingdom: GG Rime and GG Phoneme. Reading Research Quarterly, 48(1), pp. 61–76. doi:10.1002/rrq.038.
- Kyle, F.E. and Harris, M. (2011). Longitudinal patterns of emerging literacy in beginning deaf and hearing readers. Journal of Deaf Studies and Deaf Education, 16(3), pp. 289–304. doi:10.1093/deafed/enq069.
- Feast, J., Kyle, F. and Triseliotis, J. (2011). Adoptive Fathers' Experiences of Search and Reunion. Adoption and Fostering, 35(1), pp. 57–64. doi:10.1177/030857591103500107.
- Kyle, F.E. and Harris, M. (2010). Predictors of reading development in deaf children: A 3-year longitudinal study. Journal of Experimental Child Psychology, 107(3), pp. 229–243. doi:10.1016/j.jecp.2010.04.011.
- Kyle, F.E. and Harris, M. (2006). Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children. Journal of Deaf Studies and Deaf Education, 11(3), pp. 273–288. doi:10.1093/deafed/enj037.
- Oakhill, J. and Kyle, F. (2000). The Relation between Phonological Awareness and Working Memory. Journal of Experimental Child Psychology, 75(2), pp. 152–164. doi:10.1006/jecp.1999.2529.
- Herman, R.C., Roy, P. and Kyle, F. (2017). Reading and Dyslexia in Deaf Children. London.
- Herman, R.C., Roy, P. and Kyle, F. (2014). Reading, Dyslexia and Oral Deaf Children: From Research to Practice. London, UK: City University London.
SL1003 & SLM003:Lifespan Studies and Developmental Studies
SL3007 & SLM008: Language Processing
HCM010: Identity, Inclusion and Living with a Disability (Module Leader).
Centre for Language Communication Sciences Research; Development Assessment and Intervention Research in Speech and Language research group; Gesture, Deafness and Sign Language research group; Research Associate at the Deafness, Cognition and Language Research Centre (DCAL) at UCL
Programmer Director for BSc Speech and Language Therapy
Module leader for HCM010: Identity, Inclusion and Living with a Disability
Committee member for BPS Developmental Section Committee
Chair for Consortium for Research in Deaf Education (CRIDE)
Editorial Board Memberships
Editorial Board Member for Journal of Deaf Studies and Deaf Education (JDSDE)
Reviewer for many journals
Professor Margaret Harris (Oxford Brookes University); Professor Usha Goswami (University of Cambridge); Professor Ulla Richardson (University of Jyvaskyla); Dr Mairead MacSweeney (UCL); Professor Penny Roy; Dr Ros Herman