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Clare Wood
Clare Wood
Nottingham Trent Univesity
Verified email at ntu.ac.uk - Homepage
Title
Cited by
Cited by
Year
Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes
B Plester, C Wood, P Joshi
British journal of Developmental psychology 27 (1), 145-161, 2009
4192009
Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?
B Plester, C Wood, V Bell
Literacy 42 (3), 137-144, 2008
3592008
The psychology of education
M Long, C Wood, K Littleton, T Passenger, K Sheehy
Routledge, 2010
3572010
Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read
P Chera, C Wood
Learning and Instruction 13 (1), 33-52, 2003
2782003
Parent–child pre–school activities can affect the development of literacy skills
C Wood
Journal of research in reading 25 (3), 241-258, 2002
2172002
Poor readers' ability to detect speech rhythm and perceive rapid speech
C Wood, C Terrell
British Journal of Developmental Psychology 16 (3), 397-413, 1998
2141998
Exploring relationships between traditional and new media literacies: British preteen texters at school
B Plester, C Wood
Journal of Computer-Mediated Communication 14 (4), 1108-1129, 2009
1842009
The effect of text messaging on 9‐and 10‐year‐old children's reading, spelling and phonological processing skills
C Wood, E Jackson, L Hart, B Plester, L Wilde
Journal of Computer Assisted Learning 27 (1), 28-36, 2011
1652011
Metrical stress sensitivity in young children and its relationship to phonological awareness and reading
C Wood
Journal of Research in Reading 29 (3), 270-287, 2006
1562006
Does speech rhythm sensitivity predict children's reading ability 1 year later?
AJ Holliman, C Wood, K Sheehy
Journal of educational psychology 102 (2), 356-366, 2010
1492010
Preschool phonological awareness and subsequent literacy development
C Wood, C Terrell
Educational Psychology 18 (3), 253-274, 1998
1431998
The contribution of sensitivity to speech rhythm and non‐speech rhythm to early reading development
AJ Holliman, C Wood, K Sheehy
Educational Psychology 30 (3), 247-267, 2010
1272010
Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness
AJ Holliman, C Wood, K Sheehy
British Journal of Developmental Psychology 26 (3), 357-367, 2008
1232008
Phonological awareness: Beyond phonemes
C Wood, L Wade-Woolley, AJ Holliman
Contemporary perspectives on reading and spelling, 19-35, 2009
1212009
Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes
C Pillinger, C Wood
Literacy 48 (3), 155-163, 2014
1132014
Beginning readers' use of ‘talking books’ software can affect their reading strategies
C Wood
Journal of Research in Reading 28 (2), 170-182, 2005
1002005
A longitudinal study of children's text messaging and literacy development
C Wood, S Meachem, S Bowyer, E Jackson, ML Tarczynski‐Bowles, ...
British Journal of Psychology 102 (3), 431-442, 2011
992011
Grammatical understanding, literacy and text messaging in school children and undergraduate students: A concurrent analysis
C Wood, N Kemp, S Waldron, L Hart
Computers & Education 70, 281-290, 2014
982014
Interactions with talking books: phonological awareness affects boys' use of talking books
K Littleton, C Wood, P Chera
Journal of Computer Assisted Learning 22 (5), 382-390, 2006
912006
A qualitative study investigating adolescents' understanding of aggression, bullying and violence
L Hopkins, L Taylor, E Bowen, C Wood
Children and youth services review 35 (4), 685-693, 2013
862013
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