Liverpool Skylilne

Natural Sciences and Psychology

Dr Fiona Simmons

Dr Fiona Simmons

Telephone: 0151 904 6341

Biography

Dr. Simmons’s research focuses on the development of children’s academic skills. This includes the development of reading, writing and mathematics. She has a particular focus on the factors that influence the development of early number skills. Recent projects have examined how magnitude is represented and processed, the extent that fundamental magnitude processing skills support the development of formal mathematics and the relationships between working memory and different number skills.
Dr Simmons is currently leading the Liverpool Early Number Skills project (LENS). This two-year longitudinal project is examining the factors that support the development of numeracy skills in young children. It is funded by a grant from the Nuffield Foundation. More information about the project can be found at: https://www.ljmu.ac.uk/microsites/liverpool-early-number-skills-project

Teaching activities

First year: Learning, Cognitive and Biological Psychology (4104PSYSCI, Module leader), Research Methods and Statistics in Psychology I (4102PSYSCI)

Final year: Psychology in Education (6013PSYSCI), Cognitive Neuroscience (6011PSYSCI), Psychology Dissertation (6000PSYSCI)

Degrees

2008, Liverpool John Moores University, United Kingdom, Postgraduate Certificate in Teaching and Learning (Higher Education)
2003, University of Leeds, United Kingdom, Postgraduate Certificate in Education (Primary Education)
2002, University of Hull, United Kingdom, PhD
1999, University of Hull, United Kingdom, BSc Special Psycholgy

Publications

Highlighted publications

Adams A, Simmons FR, Willis C. 2015. Exploring relationships between working memory and writing: individual differences associated with gender Learning and Individual Differences: journal of psychology and education,

Soto-Calvo E, Simmons FR, Willis C, Adams A. 2015. Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 140 :16-37 >DOI

Simmons FR, Willis C, Adams A. 2012. Different components of working memory have different relationships with different mathematical skills Journal of Experimental Child Psychology, 111 :139-155 >DOI

Journal article

Adams A, Simmons F. 2018. Exploring individual and gender differences in early writing performance Reading and Writing, >DOI

Adams A, Simmons FR, Willis C. 2015. Exploring relationships between working memory and writing: individual differences associated with gender Learning and Individual Differences: journal of psychology and education,

Soto-Calvo E, Simmons FR, Willis C, Adams A. 2015. Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 140 :16-37 >DOI

Adams A-M, Simmons FR, Willis C, Porter S. 2013. The impact of development of verbal recoding on children's early writing skills British Journal of Educational Psychology,

Simmons FR, Willis C, Adams A. 2012. Different components of working memory have different relationships with different mathematical skills Journal of Experimental Child Psychology, 111 :139-155 >DOI

Simmons FR. 2011. Mathematics difficulties: Current research and future directions Dyslexia Review, 22 :18-19

Adams A-M, Simmons F, Willis C, Pawling R. 2010. Undergraduate students' ability to revise text effectively: relationships with topic knowledge and working memory JOURNAL OF RESEARCH IN READING, 33 :54-76 >DOI >Link

Simmons FR, Singleton C. 2009. The mathematical strengths and weaknesses of children with dyslexia. Journal of Research in Special Educational Needs, 9 :154-163

Singleton C, Horne J, Simmons FR. 2009. Computerised screening for dyslexia in adults. Journal of Research in Reading, 32 :137-152 >DOI

Simmons F, Singleton C, Horne J. 2008. Brief report - Phonological awareness and visual-spatial sketchpad functioning predict early arithmetic attainment: Evidence from a longitudinal study EUROPEAN JOURNAL OF COGNITIVE PSYCHOLOGY, 20 :711-722 >DOI >Link

Simmons FR. 2008. The mathematical profiles of dyslexic children: Implications for practitioners. Dyslexia Review, 19 :8-11

Simmons FR, Singleton C. 2008. Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia. Dyslexia, 14 :77-94 >DOI >Link

Simmons FR, Singleton C. 2006. The mental and written arithmetic abilities of adults with dyslexia. Dyslexia, 12 :96-114 >Link

Singleton C, Simmons F. 2001. An evaluation of Wordshark in the classroom British Journal of Educational Technology, 32 :317-330 >DOI

Simmons F, Singleton C. 2000. The Reading Comprehension Abilities of Dyslexic Students in Higher Education Dyslexia, 6 :178-192 >DOI

Ogden RS, Samuels M, Simmons F, Wearden J, Montgomery C. The differential recruitment of executive functions during time, number and length perception: An individual differences approach. Jones L. The Quarterly journal of experimental psychology, >DOI

Adams A, Simmons F, Willis C. Exploring relationships between working memory and writing:individual differences associated with gender Learning and Individual Differences,

Conference publication

Soto Calvo E, Simmons FR, Willis C, Adams A. Challenges to a specific role for quantity representations in mathematics development Cognitive Science Arena Conference (III Edition)

Engagement & Impact

External collaboration:

Edge Hill University, Tom Mitchell

External PGR examinations performed:

University College Dublin, PhD, Lost for words and lost for numbers: An investigation of specific learning difficulties in reading and mathematics

Membership of professional bodies:

Chartered Psychologist, British Psychological Society

Other invited event:

5th National Conference:Dyscalculia and maths learning difficulties, London, Invited speaker on dyslexia and mathematics difficulties. Conference for a range of delegates including specialist advisory teachers and educational psychologists.

Dyslexia Action Psychology Conference, University of York, Invited speaker on dyslexia and dyscalculia. Conference for Dyslexia Action's consulting psychologists.

Dyslexia Action Guild Symposium, University of Westiminster, Invited keynote speaker Conference for specialist teachers of children with SPLD.

Research Grants Awarded:

Nuffield Foundation, Understanding the influence of cognition and the home learning environment on early number skills [Invited full application following the submission of an outline], Anne-Marie Adams LJMU, Cath Willis LJMU, Grant value (£): 151,609, Duration of research project: 2 years 2 months