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Number of items: 12.

Coyne, Emily; Farrington-Flint, Lee; Underwood, Jean and Stiller, James (2012). Sensitivity to rime unit frequency and children's early word-reading strategies. Journal of Research in Reading, 35(4) pp. 393–410. file

Farrington-Flint, Lee; Wood, Clare; Canobi, Katherine H. and Faulkner, Dorothy (2004). Patterns of analogical reasoning among beginning readers. Journal of Research in Reading, 27(3) pp. 226–247.

Holliman, Andrew J.; Wood, Clare and Sheehy, Kieron (2012). A cross-sectional study of prosodic sensitivity and reading difficulties. Journal of Research in Reading, 35(1) pp. 32–48.

King, Bernardine; Wood, Clare and Faulkner, Dorothy (2007). Sensitivity to auditory and visual stimuli during early reading development. Journal of Research in Reading, 30(4) pp. 443–453.

Kucirkova, Natalia; Sheehy, Kieron and Messer, David (2014). A Vygotskian perspective on parent-child talk during iPad story sharing. Journal of Research in Reading (In press).

Maybin, Janet and Moss, Gemma (1993). Talk about texts: Reading as a social event. Journal of Research in Reading, 16(2) pp. 138–147.

Rojas-Drummond, Sylvia; Mason, Nancy; Littleton, Karen and Velez, Maricela (2012). Developing reading comprehension through collaborative learning. Journal of Research in Reading .

Walsh, Christopher S. (2009). The multi-modal redesign of school texts. Journal of Research in Reading, 32(1) pp. 126–136. file

Wood, Clare (2002). Orthographic analogies and phonological priming effects. Journal of Research in Reading, 25(2) pp. 144–159.

Wood, Clare (2002). Parent-child pre-school activities can affect the development of literacy skills. Journal of Research in Reading, 25(3) pp. 241–258.

Wood, Clare (2005). Beginning readers' use of 'talking books' software can affect their reading strategies. Journal of Research in Reading, 28(2) pp. 170–182.

Yuill, Nicola; Pearce, Darren; Kerawalla, Lucinda; Harris, Amanda and Luckin, Rosemary (2009). How technology for comprehension training can support conversation towards the joint construction of meaning. Journal of Research in Reading, 32(1) pp. 109–125. file

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