Currently browsing: Items authored or edited by Andrew Holliman

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Critten, Sarah; Holliman, Andrew J.; Hughes, David J.; Wood, Clare; Cunnane, Helen; Pillinger, Claire and Deacon, S. Hélène (2020). A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing, 34(2) pp. 371–389.

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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.

Holliman, Andrew; Critten, Sarah; Lawrence, Tony; Harrison, Emily; Wood, Clare and Hughes, David (2014). Modeling the Relationship Between Prosodic Sensitivity and Early Literacy. Reading Research Quarterly, 49(4) pp. 469–482.

Holliman, Andrew J.; Wood, Clare and Sheehy, Kieron (2010). Does speech rhythm sensitivity predict children's reading ability 1 year later? Journal of Educational Psychology, 102(2) pp. 356–366.

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Sheehy, Kieron and Holliman, Andrew J. (2023). A multidimensional perspective on adversity: from peace to understanding. In: Holliman, Andrew and Sheehy, Kieron eds. Overcoming Adversity in Education. Oxon, UK and New York, USA: Routledge, pp. 262–266.

Sheehy, Kieron and Holliman, Andrew (2017). New technologies and a world of differences: Introducing the perils and promises for learners. In: Sheehy, Kieron and Holliman, Andrew eds. Education and New Technologies: Perils and Promises for Learners. Routledge.

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