World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
32
Citations
4444
World Ranking
10902
National Ranking
1062

Clare Wood publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Clare Wood sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 119 publications — 32nd percentile

32% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Clare Wood D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Clare Wood sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 32 D-Index — 6th percentile

6% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Clare Wood is affiliated with Nottingham Trent University in the United Kingdom. Their research spans several interconnected areas within psychology and social sciences, focusing primarily on developmental and educational psychology as well as education.

Their work explores various topics related to reading and literacy development, language development and disorders, and early childhood education and development. Other notable areas of focus include writing and handwriting education, family and disability support research, educational and psychological assessments, and child development along with digital technology.

Wood's publication record includes papers in a range of academic venues, with multiple contributions to journals such as Reading and Writing, Studies in Higher Education, Scientific Studies of Reading, the Journal of Research in Special Educational Needs, and the British Journal of Special Education.

  • "The relationship between academic achievement, self-efficacy, implicit theories and basic psychological needs satisfaction among university students" (2020, Studies in Higher Education)
  • "Prosodic Competence as the Missing Component of Reading Processes Across Languages: Theory, Evidence and Future Research" (2021, Scientific Studies of Reading)
  • "A critical review of methods for eliciting voice from children with speech, language and communication needs" (2020, Journal of Research in Special Educational Needs)
  • "A longitudinal investigation of prosodic sensitivity and emergent literacy" (2020, Reading and Writing)
  • "Evaluating a method for eliciting children's voice about educational support with children with speech, language and communication needs" (2020, British Journal of Special Education)

Frequent collaborators in Wood's research include Sarah Critten, Ashley Bloom, Helen Johnson, Claire Pillinger, and Anna Cunningham, indicating ongoing partnerships across several projects.

  • Sarah Critten
  • Ashley Bloom
  • Helen Johnson
  • Claire Pillinger
  • Anna Cunningham

Their fields of study are divided into main and subfields. Main fields involve psychology with 23 publications and social sciences with 18. Subfields emphasize developmental and educational psychology (16 publications), education (14), clinical psychology (3), social psychology (2), and experimental and cognitive psychology (2).

  • Psychology
  • Social Sciences

  • Developmental and Educational Psychology
  • Education
  • Clinical Psychology
  • Social Psychology
  • Experimental and Cognitive Psychology

The themes of Wood's research reflect a focus on developmental processes and educational interventions that support literacy and communication skills, particularly among children and university students. Their work also addresses the assessment of educational needs and psychological factors influencing learning outcomes.

Best Publications

  • Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes.

    Beverly Plester;Clare Wood;Puja Joshi

  • Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?

    Beverly Plester;Clare Wood;Victoria Bell

  • Animated Multimedia "Talking Books" Can Promote Phonological Awareness in Children Beginning To Read

    Pav Chera;Clare Wood

  • Poor readers' ability to detect speech rhythm and perceive rapid speech

    Clare Wood;Colin Terrell

  • Parent–child pre–school activities can affect the development of literacy skills

    Clare Wood

  • Exploring Relationships Between Traditional and New Media Literacies: British Preteen Texters at School

    Beverly Plester;Clare Wood

  • The effect of text messaging on 9- and 10-year-old children's reading, spelling and phonological processing skills

    Clare Wood;Emma Jackson;Lucy Hart;Beverly Plester

  • Metrical Stress Sensitivity in Young Children and Its Relationship to Phonological Awareness and Reading.

    Clare Wood

  • Does speech rhythm sensitivity predict children's reading ability 1 year later?.

    Andrew J. Holliman;Clare Wood;Kieron Sheehy

  • Pre-school phonological awareness and subsequent literacy development

    Clare Wood;Colin Terrell

  • Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes

    Claire Pillinger;Clare Wood

  • Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness

    Andrew J. Holliman;Clare Wood;Kieron Sheehy

  • The contribution of sensitivity to speech rhythm and non‐speech rhythm to early reading development

    Andrew J. Holliman;Clare Wood;Kieron Sheehy

  • A longitudinal study of children's text messaging and literacy development

    Clare Wood;Sally Meachem;Samantha Bowyer;Emma Jackson

  • Beginning readers' use of ‘talking books’ software can affect their reading strategies

    Clare Wood

  • A qualitative study investigating adolescents' understanding of aggression, bullying and violence

    Lisa Hopkins;Laura Taylor;Erica Bowen;Clare Wood

  • Interactions with Talking Books: Phonological Awareness Affects Boys' Use of Talking Books.

    Karen Littleton;Clare Wood;P. Chera

  • Phonological awareness: beyond phonemes

    Clare Wood;Lesly Wade-Woolley;Andrew J. Holliman

  • Grammatical understanding, literacy and text messaging in school children and undergraduate students: A concurrent analysis

    Clare Wood;Nenagh Kemp;Sam Waldron;Lucy Hart

  • Contemporary perspectives on reading and spelling

    Clare Patricia Wood;Vincent Connelly

  • International Handbook of Psychology in Education

    Karen Littleton;Clare Patricia Wood;Judith Kleine Staarman

Frequent Co-Authors

Karen Littleton
Karen Littleton The Open University
Robert Savage
Robert Savage York University
Sally Andrews
Sally Andrews University of Sydney
S. Hélène Deacon
S. Hélène Deacon Dalhousie University
Martin Ward
Martin Ward Durham University
Baruch B. Schwarz
Baruch B. Schwarz Hebrew University of Jerusalem
Maggi Savin-Baden
Maggi Savin-Baden University of Oxford

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Related Online Degrees & Career Pathways

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