Items where Author is "Wood, C"

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Number of items: 29.

Journal article

HARRISON, E., WOOD, C., HOLLIMAN, A.J. and VOUSDEN, J.I., 2017. The immediate and longer-term effectiveness of a speech-rhythm-based reading intervention for beginning readers. Journal of Research in Reading. ISSN 0141-0423

HOLLIMAN, A.J., MUNDY, I.R., WADE-WOOLLEY, L., WOOD, C. and BIRD, C., 2017. Prosodic awareness and children's multisyllabic word reading. Educational Psychology. ISSN 0144-3410

HOLLIMAN, A.J., GUTIÉRREZ PALMA, N., CRITTEN, S., WOOD, C., CUNNANE, H. and PILLINGER, C., 2017. Examining the independent contribution of prosodic sensitivity to word reading and spelling in early readers. Reading and Writing, 30 (3), pp. 509-521. ISSN 0922-4777

WALDRON, S., WOOD, C. and KEMP, N., 2016. Use of predictive text in text messaging over the course of a year and its relationship with spelling, orthographic processing and grammar. Journal of Research in Reading. ISSN 0141-0423

ADAIKALAKOTESWARI, A., VATISH, M., LAWSON, A., WOOD, C., SIVAKUMAR, K., MCTERNAN, P.G., WEBSTER, C., ANDERSON, N., YAJNIK, C.S., TRIPATHI, G. and SARAVANAN, P., 2015. Low maternal vitamin B12 status is associated with lower cord blood HDL cholesterol in white Caucasians living in the UK. Nutrients, 7 (4), pp. 2401-2414. ISSN 2072-6643

WOOD, C., KEMP, N. and WALDRON, S., 2014. Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks. British Journal of Developmental Psychology, 32 (4), pp. 415-429. ISSN 0261-510X

PILLINGER, C. and WOOD, C., 2014. Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes. Literacy, 48 (3), pp. 155-163. ISSN 1741-4350

HOLLIMAN, A., CRITTEN, S., LAWRENCE, T., HARRISON, E., WOOD, C. and HUGHES, D., 2014. Modeling the relationship between prosodic sensitivity and early literacy. Reading Research Quarterly, 49 (4), pp. 469-482. ISSN 0034-0553

KEMP, N., WOOD, C. and WALDRON, S., 2014. do i know its wrong: children's and adults' use of unconventional grammar in text messaging. Reading and Writing, 27 (9), pp. 1585-1602. ISSN 0922-4777

HOLLIMAN, A.J., WILLIAMS, G.J., MUNDY, I.R., WOOD, C., HART, L. and WALDRON, S., 2014. Beginning to disentangle the prosody-literacy relationship: a multi-component measure of prosodic sensitivity. Reading and Writing: an Interdisciplinary Journal, 27 (2), pp. 255-266. ISSN 0922-4777

WOOD, C., KEMP, N., WALDRON, S. and HART, L., 2014. Grammatical understanding, literacy and text messaging in school children and undergraduate students: a concurrent analysis. Computers & Education, 70, pp. 281-290. ISSN 0360-1315

FARRINGTON-FLINT, L., CANOBI, K.H., WOOD, C. and FAULKNER, D., 2010. Children's patterns of reasoning about reading and addition concepts. British Journal of Developmental Psychology, 28, pp. 427-448.

WOOD, C. and LARKIN, R.F., 2010. Comparing speed of processing skills in developmental dyslexia and language impaired populations. Australian Journal of Dyslexia and Other Learning Disabilities, 5, pp. 12-20.

FARRINGTON-FLINT, L. and WOOD, C., 2007. The role of lexical analogies in beginning reading: insights from children's self-reports. Journal of Educational Psychology, 99 (2), pp. 326-338. ISSN 0022-0663

FARRINGTON-FLINT, L., CANOBI, K.H., WOOD, C. and FAULKNER, D., 2007. The role of relational reasoning in children's addition concepts. British Journal of Developmental Psychology, 25 (2), pp. 227-246. ISSN 0261-510X

FARRINGTON-FLINT, L., WOOD, C., CANOBI, K.H. and FAULKNER, D., 2004. Patterns of analogical reasoning among beginning readers. Journal of Research in Reading, 27 (3), pp. 226-247. ISSN 1467-9817

JUDD, B. and WOOD, C., 2002. Letter from Tokyo. Art Monthly.

WOOD, C. and FARRINGTON-FLINT, L., 2002. Orthographic analogy use and phonological priming effects in non-word reading. Cognitive Development, 16 (4), pp. 951-963. ISSN 0885-2014

Authored book

WOOD, C., KEMP, N. and PLESTER, B., 2014. Text messaging and literacy: the evidence. Routledge psychology in education . Oxford: Routledge. ISBN 9780415687164

WOOD, C. and JUDD, B., 2001. JAM: Tokyo-London [exhibition catalogue]. London: Barbican.

Chapter in book

WOOD, C. and JOHNSON, H., 2017. Digital childhoods and literacy development: is textspeak a special case of an 'efficient orthography'? In: F.C. BLUMBERG and P.J. BROOKS, eds., Cognitive development in digital contexts. London: Academic Press, pp. 201-216. ISBN 9780128097090

WOOD, C., 2017. Early literacy practice: more than just knowing how to read and write. In: N. KUCIRKOVA, C.E. SNOW, V. GRØVER and C. MCBRIDE, eds., The Routledge international handbook of early literacy education: a contemporary guide to literacy teaching and interventions in a global context. London: Routledge. ISBN 9781138787889

WALDRON, S., KEMP, N. and WOOD, C., 2016. Texting and language learning. In: A. GEORGAKOPOULOU and T. SPILIOTI, eds., The Routledge handbook of language and digital communication. Routledge handbooks in applied linguistics . Abingdon: Routledge, pp. 180-194. ISBN 9780415642491

HARRISON, E. and WOOD, C., 2016. Towards a speech rhythm-based reading intervention. In: J. THOMSON and L. JARMULOWICZ, eds., Linguistic rhythm and reading. Amsterdam: John Benjamins, pp. 77-98. ISBN 9789027244079

WALDRON, S., KEMP, N., PLESTER, B. and WOOD, C., 2015. Texting behaviour and language skills in children and adults. In: L.D. ROSEN, N.A. CHEEVER and L.M. CARRIER, eds., The Wiley handbook of psychology, technology and society. Oxford: Wiley-Blackwell, pp. 232-249. ISBN 9781118772027

VOUSDEN, J.I., WOOD, C. and HOLLIMAN, A.J., 2014. Theories of teaching and learning. In: A.J. HOLLIMAN, ed., The Routledge international companion to educational psychology. Routledge international companions . Abingdon: Routledge, pp. 43-52. ISBN 9780415675581

Conference contribution

HOLLIMAN, A.J., WOOD, C. and WILLIAMS, G.J., 2011. Screening for potential reading difficulties: a new test of speech rhythm sensitivity. In: Eighteenth Annual Meeting of the Society of the Scientific Study of Reading, Florida, July 2011.

TARCZYNSKI-BOWLES, M.L., WOOD, C., HOLLIMAN, A.J., VOUSDEN, J. and WILLIAMS, G.J., 2011. A task validation study investigating school aged children’s speech rhythm sensitivity and its relation to reading ability. In: Eighteenth Annual Meeting of the Society of the Scientific Study of Reading, Florida, July 2011.

Research report for external body

WOOD, C., VARDY, E. and TARCZYNSKI-BOWLES, L., 2015. Early words together: impact on families and children. Coventry: Centre for Research in Psychology, Behaviour and Achievement, Coventry University.

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