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Psychology

D-Index
32
Citations
4444
World Ranking
10905
National Ranking
1064

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

Robert Savage
Robert Savage York University
Sally Andrews
Sally Andrews University of Sydney
S. Hélène Deacon
S. Hélène Deacon Dalhousie University

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