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Items Authored or Edited by Clare Wood

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Number of items: 13.


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 (2008). Sensitivity to visual and auditory stimuli in children with developmental dyslexia. Dyslexia, 14(2) pp. 116–141.


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.

Farrington-Flint, Lee; Canobi, Katherine. H.; Wood, Clare and Faulkner, Dorothy (2007). The role of relational reasoning in children's addition concepts. British Journal of Developmental Psychology, 25(2) pp. 227–246. file


Wood, Clare; Littleton, Karen and Chera, Pav (2005). Beginning readers' use of talking books: styles of working. Early Years: An International Journal of Research and Development, 39(3) pp. 135–141. file

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.


Wood, Clare (2004). A Matter of Time? Literacy Today, 39 p. 22.

Wood, C.; Brown, S. and Wilson, N. (2004). Undergraduate students’ use of course related web conferences. In: Littleton, K.; Miell, D. and Faulkner, D. eds. Learning to collaborate, collaborating to learn: Understanding and promoting educationally productive collaborative work. New York, USA: Nova Science Publishers Inc.

Wood, Clare (2004). Do levels of pre-school alphabetic tuition affect the development of phonological awareness and early literacy? Educational Psychology, 24(1) pp. 3–11.

Littleton, Karen; Wood, Clare and Chera, Pav (2004). Reading Together: Computers and Collaboration. In: Littleton, Karen; Miell, Dorothy and Faulkner, Dorothy eds. Learning to Collaborate: Collaborating to Learn. New York: Nova, pp. 31–47. file


Chera, Pav and Wood, Clare (2003). Animated multimedia 'talking books' can promote phonological awareness in children beginning to read. Learning and Instruction, 13(1) pp. 33–52.


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

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