Currently browsing: Items authored or edited by Clare Wood

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Generated on Tue Jan 18 17:20:28 2022 GMT.

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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, 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.

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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.

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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.

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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.

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 (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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