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Emily is a Lecturer and the Director of Postgraduate Research in the School of Educational Sciences.

Her research interests are predominantly in the field of effective reading instruction, specifically in relation to improving reading outcomes for children with intellectual and developmental disabilities. Emily also researches the use of fluency-based instruction to improve academic skills with primary-aged children, and the effects and challenges of implementation fidelity in school settings.  Emily leads a number of research projects relating to these interests and the application of behavioural psychology to educational contexts, and has recently been leading the delivery of the first special school project funded by the Education Endowment Foundation, involving 55 special schools across England.

Much of her research is collaborative and close-to-practice; Emily has been collaborating with GwE and schools across north Wales since 2014, and has been principle investigator on several evaluation and implementation projects over this time. She is currently involved in research in over 60 schools in the region and, to date, these projects have procured funding of over £170,000.

Emily works closely with regional networks through the CIEREI institute, and she is part of the management group for a research and impact network focused on applied research in developmental disabilities, for which she chairs a group focused on teaching skills across the lifespan. This is a collaborative network involving ¶º±ÆÖ±²¥, CEDAR (University of Warwick), The Tizard Centre (University of Kent), and Ulster University, as well as many non-HEI members with an interest in applied research in various practice settings.

Emily has also previously chaired, and continues to be a member of, the Equity and Inclusion Collaborative Research Network, funded by Welsh Government.

Position: Director of Postgraduate Research (School of Educational Sciences)

E-bost/Email: e.j.tyler@bangor.ac.uk

Twitter: @DrEmilyJTyler

Emily teaches in the areas of behavioural research methods and evidence-based educational methods.

Emily has supervised many postgraduate research students at both masters and doctoral level, and has examined at doctoral level. She also reviews for the following journals: Educational Studies; Journal of Applied Research in Intellectual Disabilities; Journal of Intellectual Disability Research; Journal of Behavioral Education; BMJ Open.

Self-funded (including agency-funded) projects:

Emily welcomes enquiries from prospective PhD students interested in projects relating to her areas of research interests. Please use the email address listed here for such enquiries.

Competitive scholarship opportunities available:

None

2024

• E-pub ahead of print
  Grindle, C., Roberts-Tyler, E., Denne, L., Sapiets, S., Apanasionok, M., Hughes, C., Hastings, R., Gore, N., Baker, P. & McDowell, C., 29 Apr 2024, (E-pub ahead of print) In: Tizard Learning Disability Review.
  Research output: Contribution to journal › Article › peer-review
• E-pub ahead of print
  Denne, L., Roberts-Tyler, E. & Grindle, C., 14 Mar 2024, (E-pub ahead of print) In: Tizard Learning Disability Review.
  Research output: Contribution to journal › Special issue › peer-review
• E-pub ahead of print
  May, R., Salman, H., O'Neill, S., Denne, L., Grindle, C., Cross, R., Roberts-Tyler, E., Meek, I. & Games, C., 11 Feb 2024, (E-pub ahead of print) In: Journal of Autism and Developmental Disorders.
  Research output: Contribution to journal › Article › peer-review

2023

• Published
  Roberts-Tyler, E., Roberts, S., Watkins, R., Hughes, C., Hastings, R. & Gillespie, D., Sept 2023, In: British Journal of Educational Technology. 54, 5, p. 1373-1396 51 p.
  Research output: Contribution to journal › Article › peer-review
• Published
  Roberts-Tyler, E., Hulson-Jones, A., Tiesteel, E., Sultana, F., May, R. & Hughes, C., 12 Sept 2023, Online: Welsh Government. 158 p.
  Research output: Book/Report › Commissioned report › peer-review

2022

• Published
  Baxendale, A., Roberts-Tyler, E. & Marí-Beffa, P., 22 Aug 2022, PsyArXiv.
  Research output: Working paper › Preprint

2021

• Published
  Roberts-Tyler, E. J., Beverley, M., Hughes, J. C. & Hastings, R. P., Aug 2021, In: European Journal of Special Needs Education. 36, 4, p. 485-501 17 p.
  Research output: Contribution to journal › Article › peer-review

2020

• Published
  Roberts-Tyler, E., Hughes, J. & Hastings, R., Jan 2020, In: Journal of Research in Special Educational Needs. 20, 1, p. 14-26 13 p.
  Research output: Contribution to journal › Article › peer-review
• Published
  Grindle, C., University, B., Tyler, E., Saville, M., Hughes, J., Hastings, R. & Jackson Brown, F., Apr 2020, In: Journal of International Special Needs Education. 23, 1, p. 1-12 12 p.
  Research output: Contribution to journal › Article › peer-review

2019

• Published
  Grindle, C., Tyler, E., Murray, C., Hastings, R. & Lovell, M., 17 Jun 2019, In: Support for Learning. 34, 2, p. 211-230 20 p.
  Research output: Contribution to journal › Article › peer-review
• Published
  Tyler, E., Watkins, R., Roberts, S., Hoerger, M., Hastings, R., Hulson-Jones, A. & Hughes, J., 1 Mar 2019, In: Wales Journal of Education. 21, 1, p. 89-108 20 p.
  Research output: Contribution to journal › Article › peer-review

2016

• Published
  Watkins, R. C., Hulson-Jones, A., Tyler, E., Hastings, R., Beverley, M. & Hughes, C., 1 Nov 2016, In: Wales Journal of Education. 18, 2, p. 81-104
  Research output: Contribution to journal › Article › peer-review

2015

• Published
  Tyler, E. J., Hughes, J. C., Beverley, M. & Hastings, R. P., 14 Jan 2015, In: European Journal of Psychology of Education. 30, 3, p. 281-294
  Research output: Contribution to journal › Article › peer-review
• Published
  Tyler, E. J., Hughes, J. C., Wilson, M. M., Beverley, M., Hastings, R. & Williams, B. M., 1 Mar 2015, In: Journal of International Special Needs Education. 18, 1, p. 1-11
  Research output: Contribution to journal › Article › peer-review

• 01/07/2022 – 31/03/2024 (Finished)

• 01/01/2020 – 17/08/2023 (Finished)

• 01/10/2019 – 26/03/2024 (Finished)

• 01/09/2018 – 15/01/2026 (Active)

• 01/03/2017 – 21/09/2022 (Finished)

• Improving reading provision in SEN contexts: assessment and intervention approaches. KESS2: £16,593 (Principal Investigator, 2022-2023)

• Headsprout Early Reading in Special Schools (HERiSS): Evaluating the effects of Headsprout Early Reading on the reading skills of children with SEND in special schools. Education Endowment Foundation: £476,374 (Principal Investigator, 2019-2022)
• Investigating the effects of the Covid-19 pandemic on aspects of literacy teaching in mainstream and special schools across Wales. Welsh Government: £90,000 (Principal Investigator, 2021-2022)
• North Wales Repeated Reading Project (NW-RRP): Evaluating the effects and feasibility of implementation of reading fluency interventions in primary schools. Thomas Howell Educational Fund, Widening Access, and GwE: £60,000 (Principal Investigator, 2018); funding extension of an additional £30,000 (PI, 2019), £32,100 (PI, 2020), £40,000 (PI, 2021), £20,000 (PI, 2022)
• Collaborative Institute of Education Research, Evidence and Impact (CIEREI), NorthWORTS-TRIPP, Trans-Regional Implementation Project of Headsprout Early reading online programme. £41,700 (Principal Investigator, 2017)
• North Wales Online Reading Trial ¶º±ÆÖ±²¥ (NorthWORTS): The impact of implementation support on reading outcomes and implementation fidelity. Thomas Howell Educational Fund and Widening Access. £43,000 (Co-applicant and project lead, 2015).

Dissemination and wider impact projects

• Development of the Sharland Foundation Developmental Disabilities ABA Research and Impact Network (SF-DDARIN). Total funding: £584,663 (Co-applicant, 2015, 2017 & 2020). Emily is a member of the management group on this project which aims to increase research and dissemination of effective practices to improve the lives of children and adults with developmental disabilities and autism. As part of this project, Emily has been leading the development of implementation support materials for an online reading programme to enable effective use of the programme for both educational practitioners and parents. This project is a collaboration with CEDAR (University of Warwick), the Tizard Centre (University of Kent), and Ulster University, as well as many network members from practice-based settings across the UK.