Items where Author is "Wood, C"

Journal article

MARKU, B., NIOLAKI, G., TERZOPOULOS, A. and WOOD, C., 2022. Eastern European parents' experiences of parenting a child with SEN in England. Educational Psychology in Practice. ISSN 0266-7363

WADE-WOOLLEY, L., WOOD, C., CHAN, J. and WEIDMAN, S., 2022. Prosodic competence as the missing component of reading processes: cross-linguistic evidence and future research. Scientific Studies of Reading, 26 (2), pp. 165-181. ISSN 1088-8438

WILLIAMS, G., LARKIN, R., ROSE, N., WHITTAKER, E., ROESER, J. and WOOD, C., 2021. Orthographic knowledge and clue-word facilitated spelling in children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 64 (10), pp. 3909-3927. ISSN 1092-4388

VOUSDEN, J.I., CUNNINGHAM, A.J., JOHNSON, H., WALDRON, S., AMMI, S., PILLINGER, C., SAVAGE, R. and WOOD, C., 2021. Decoding and comprehension skills mediate the link between a small-group reading programme and English national literacy assessments. British Journal of Educational Psychology. ISSN 0007-0998

TURA, F., WOOD, C., THOMPSON, R. and LUSHEY, C., 2021. Evaluating the impact of book gifting on the reading behaviours of parents on young children. Early Years. ISSN 0957-5146

BLOOM, A., CRITTEN, S., JOHNSON, H. and WOOD, C., 2020. A critical review of methods for eliciting voice from children with speech, language and communication needs. Journal of Research in Special Educational Needs, 20 (4), pp. 308-320. ISSN 1471-3802

WOOD, C., CLARK, C., TERAVAINEN-GOFF, A., RUDKIN, G. and VARDY, E., 2020. Exploring the literacy related behaviours and feelings of pupils eligible for free school meals in relation to their use of, and access to, school libraries. School Library Research, 23. ISSN 1523-4320

CRITTEN, S., HOLLIMAN, A., HUGHES, D., WOOD, C., CUNNANE, H., PILLINGER, C. and DEACON, H., 2020. A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing. ISSN 0922-4777

ADAIKALAKOTESWARI, A., WOOD, C., MINA, T.H., WEBSTER, C., GOLJAN, I., WELDESELASSIE, Y., REYNOLDS, R.M. and SARAVANAN, P., 2020. Vitamin B12 deficiency and altered one-carbon metabolites in early pregnancy is associated with maternal obesity and dyslipidaemia. Scientific Reports, 10: 11066. ISSN 2045-2322

WOOD, C., BLOOM, A., JOHNSON, H. and CRITTEN, S., 2020. Evaluating a method for eliciting children's voice about educational support with children with speech, language and communication needs. British Journal of Special Education, 47 (2), pp. 170-207. ISSN 0952-3383

WOOD, C. and MACAKOVA, V., 2020. The relationship between academic achievement, self-efficacy, implicit theories and basic psychological needs satisfaction among university students. Studies in Higher Education. ISSN 0307-5079

JOHNSON, H., MCNALLY, S., ROLFE, H., RUIZ-VALENZUELA, J., SAVAGE, R., VOUSDEN, J. and WOOD, C., 2019. Teaching assistants, computers and classroom management. Labour Economics, 58, pp. 21-36. ISSN 0927-5371

PRIELER, T., WOOD, C. and THOMSON, J.M., 2018. Developing a visual attention assessment for children at school entry. Frontiers in Psychology, 9: 2496. ISSN 1664-1078

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

WILLIAMS, G.J. and WOOD, C., 2012. Sensitivity to the acoustic correlates of lexical stress and their relationship to reading in skilled readers. Advances in Cognitive Psychology, 8 (4), pp. 267-280.

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

ROESER, J., WOOD, C. and PHELAN, H., 2024. Language and literacy. In: P. BANYARD, G. DILLON, C. NORMAN and B. WINDER, eds., Essential psychology. 4th ed. London: SAGE Publications, pp. 626-648. ISBN 9781529666564

MACAKOVA, V. and WOOD, C., 2021. What shapes academic self-efficacy? In: M. KHINE and T. NIELSEN, eds., Academic self-efficacy - precursors and effects in education: nature, assessment, and research. Springer. (Forthcoming)

WOOD, C., TRAMONTANO, C. and HEMSLEY, S., 2021. Self-efficacy in the classroom: the roles of motivation, positivity and resilience. In: M. KHINE and T. NIELSEN, eds., Academic self-efficacy - precursors and effects in education: nature, assessment, and research. Springer. (Forthcoming)

ROESER, J. and WOOD, C., 2019. Language and literacy. In: P. BANYARD, C. NORMAN, G. DILLON and B. WINDER, eds., Essential psychology. 3rd ed. London: Sage, pp. 197-226. (Forthcoming)

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

WILLIAMS, G., LARKIN, R., WHITAKER, E., ROSE, N., HEMSLEY, S. and WOOD, C., 2022. Orthographic knowledge and spelling in children with Developmental Language Disorder. In: Sig Writing Conference 2022, Umeå, 20-22 June 2022.

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.

Newspaper or popular journal contribution

WHITAKER, E., WILLIAMS, G., LARKIN, R., ROSE, N., HEMSLEY, S. and WOOD, C., 2020. Exploring spelling skills in children with Developmental Language Disorder. Naplic News.

Professional or trade journal contribution

WILLIAMS, G., HEMSLEY, S., LARKIN, R. and WOOD, C., 2021. Developing a digital orthographic knowledge skills intervention through action research during the Covid-19 pandemic. Dyslexia Review Journal, 2021, pp. 11-13. ISSN 0308-6275

Research report for external body

LUSHEY, C., TURA, F., TOFT, A., HARDING, R., BICKERTON, C., CASSIDY, S., COOPER, S., DAVIES, K., FLEMING, J., HUNTINGTON, B., JAMEEL, A., LAW, S., NEWHAM, K., PANDYA-WOOD, J., RATHORE, G., SLATER, J., TARCZYNSKI-BOWLES, L., THOMPSON, R., WARDLE, L., WOOD, C. and PAECHTER, C., 2023. Evaluation of Small Steps Big Changes: final report 2023. Nottingham: Nottingham Trent University.

ANDREWS, S., STEWART, S., WOOD, C. and HILL, R., 2020. Intelligence briefing paper 2 - YouGov, Apple mobility and ONS data and academic denial review. C19 National Foresight Group.

LUSHEY, C., TURA, F., WOOD, C., PAECHTER, C. and WOOD, J., 2020. Evaluation of Small Steps Big Changes: interim report: January 2020. Nottingham: Nottingham Trent University.

LUSHEY, C., TURA, F., PAECHTER, C., WOOD, J., THOMPSON, R., WOOD, C., HUNTINGTON, B., WARDLE, L., FLEMING, J., CASSIDY, S., JAMEEL, A., LAW, S. and RATHORE, G., 2019. Evaluation of Small Steps Big Changes: first annual report 2019. Nottingham: Nottingham Trent University.

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.

Thesis

WOOD, C., 2019. "Voyeurism was my comfort blanket". An investigation into the experiences and needs of adult males with a conviction for voyeurism. DPsych, Nottingham Trent University.

Other

PAECHTER, C., DOAK, L., DYMOKE, S., KENT, J., MARRIOTT, M., WOOD, C., CHANTREY WOOD, K., BURKE, P., MCDONALD, A., PETTIGREW, C., TAYLOR, M., TOMLINSON, C. and WARD, M., 2020. Commons Education Select Committee: The impact of COVID-19 on education and children’s services. Commons Education Select Committee.