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Faculty of Education and Language Studies > People Profiles > Lee Farrington-Flint

Lee Farrington-Flint

Lecturer (Developmental Psychology)

The Open University Faculty of Education and Language Studies Centre for Childhood, Development and Learning


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Profile

Since 2012, I have been working in the Centre for Childhood Development & Learning within the Faculty of Education & Language Studies as Lecturer in Developmental Psychology contributing to the delivery and production across a range of undergraduate and postgraduate modules, these include E102, E219, ED209 and ED841. 

Research Interests

 

My first strand of research into children’s cognitive-development has focused on various aspects of learning, with a particular focus on the following areas:

  • the development of early word-reading strategies
  • the relationship between children's early reading and spelling representations
  • patterns of problem-solving across-domains (e.g., literacy & arithmetic).

My second strand of research includes the role of technology within educational contexts. I have collaborated on a number of external grants from the British Educational and Communication Technology Agency (BECTA), in which we examined the role of digital technology in schools, focusing particularly on the learner- and teacher-level perspectives.  My particular interests in this strand focus on the following areas:

  • the application of new digital technologies within educational settings
  • changes to language and literacy through the engagement with, and the application of, new digital technologies

Current Research

My current research projects focus on the role of spelling representations and spelling strategies in young children (with Dr Sarah Critten & Prof Clare Wood at Coventry University) and the development and validation of early word-reading strategies using cross-sectional and microgenetic approaches (with Dr Emily Coyne, Nottingham Trent University).

Publications

Book Chapter
Betts, Lucy; Farrington-Flint, Lee; Stiller, James; Larkin, Rebecca and Williams, Gareth (2010). Development during the early years. In: Banyard, Philip; Davies, Mark; Norman, Christine and Winder, Belinda eds. Essential Psychology: A Comprehensive Introduction. London: Sage, pp. 257–274.
Farrington-Flint, Lee; Betts, Lucy; Larkin, Rebecca; Stiller, James; Torrance, Mark and Williams, Gareth (2010). Development during the school years. In: Banyard, Philip; Davies, Mark; Norman, Christine and Winder, Belinda eds. Essential Psychology: A Comprehensive Introduction. London: Sage, pp. 276–295.
Conference Item
Coyne, Emily; Farrington-Flint, Lee; Underwood, Jean and Stiller, James (2010). The influence of rime-unit frequency on children’s lexical word-reading strategies. In: Seventeenth Annual Meeting, Society for the Scientific Study of Reading, 7-10 July 2010, Berlin, Germany.
Journal Article
Coyne, Emily; Farrington-Flint, Lee; Underwood, Jean and Stiller, James (2012). Sensitivity to rime unit frequency and children's early word-reading strategies. Journal of Research in Reading, 35(4), pp. 393–410.
Underwood, Jean D.M; Kerlin, Lianne and Farrington-Flint, Lee (2011). The lies we tell and what they say about us: using behavioural characteristics to explain Facebook activity. Computers in Human Behavior, 27(5), pp. 1621–1626.
Farrington-Flint, Lee; Canobi, Katherine H.; Wood, Clare and Faulkner, Dorothy (2010). Children's patterns of reasoning about reading and addition concepts. British Journal of Developmental Psychology, 28(2), pp. 427–448.
Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie and Stiller, James (2009). Patterns of problem-solving in children's literacy and arithmetic. British Journal of Developmental Psychology, 27(4), pp. 815–834.
Farrington-Flint, Lee; Coyne, Emily; Stiller, James and Heath, Emily (2008). Variability in children's early reading strategies. Educational Psychology, 28(6), pp. 643–661.
Farrington-Flint, Lee; Stash, Amanda and Stiller, James (2008). Monitoring variability and change in children's spelling strategies. Educational Psychology, 28(2), pp. 133–149.
Farrington-Flint, Lee; Canobi, Katherine. H.; Wood, Clare and Faulkner, Dorothy (2007). The role of relational reasoning in children's addition concepts. British Journal of Developmental Psychology, 25(2), pp. 227–246.
Farrington-Flint, Lee and Wood, Clare (2007). The role of lexical analogies in beginning reading: insights from children's self-reports. Journal of Educational Psychology, 99(2), pp. 326–338.
Farrington-Flint, Lee; Wood, Clare; Canobi, Katherine H. and Faulkner, Dorothy (2004). Patterns of analogical reasoning among beginning readers. Journal of Research in Reading, 27(3), pp. 226–247.
Wood, Clare and Farrington-Flint, Lee (2001). Orthographic analogy use and phonological priming effects in non-word reading. Cognitive Development, 16(4), pp. 951–963.
Other
Crook, Charles; Harrison, Colin; Farrington-Flint, Lee; Tomas, Carmen and Underwood, Jean (2010). The Impact of Technology: Value-Added Classroom Practice. BECTA.
Underwood, Jean; Baguley, Thomas; Banyard, Philip; Dillon, Gayle; Farrington-Flint, Lee; Hayes, Mary; Le Geyt, Gabrielle; Murphy, Jamie and Selwood, Ian (2010). Understanding the Impact of Technology: Learner and School Level Factors. BECTA.
Underwood, Jean; Banyard, Philip; Betts, Lucy; Farrington-Flint, Lee; Kerlin, Lianne; Stiller, James and Yeomans, Suzanne (2009). Narrowing the gap: An exploration of the ways technology can support approaches to narrowing the gap for underachieving and low-achieving learners in secondary schools. BECTA.
Underwood, Jean; Banyard, Philip; Betts, Lucy; Farrington-Flint, Lee; Stiller, James and Yeomans, Suzanne (2009). Narrowing the gap: Literature review. BECTA.
Underwood, Jean; Baguely, Thomas; Banyard, Philip; Dillon, Gayle; Farrington-Flint, Lee; Hayes, Mary; Hick, Peter; LeGeyt, Gabrielle; Murphy, Jamie; Selwood, Ian and Wright, Madeline (2009). Personalising Learning. BECTA.
Underwood, Jean; Baguley, Thomas; Banyard, Philip; Coyne, Emily; Farrington-Flint, Lee and Selwood, Ian (2007). Impact 2007: Personalising Learning with Technology. BECTA.
Thesis
Farrington-Flint, Lee (2004). Analogical reasoning in children's reading and addition. [Thesis]