| Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes B Plester, C Wood, P Joshi British journal of Developmental psychology 27 (1), 145-161, 2009 | 413 | 2009 |
| The psychology of education M Long, C Wood, K Littleton, T Passenger, K Sheehy Routledge, 2010 | 365 | 2010 |
| Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment? B Plester, C Wood, V Bell Literacy 42 (3), 137-144, 2008 | 360 | 2008 |
| Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read P Chera, C Wood Learning and Instruction 13 (1), 33-52, 2003 | 291 | 2003 |
| Poor readers' ability to detect speech rhythm and perceive rapid speech C Wood, C Terrell British Journal of Developmental Psychology 16 (3), 397-413, 1998 | 224 | 1998 |
| Parent–child pre–school activities can affect the development of literacy skills C Wood Journal of research in reading 25 (3), 241-258, 2002 | 212 | 2002 |
| Exploring relationships between traditional and new media literacies: British preteen texters at school B Plester, C Wood Journal of Computer-Mediated Communication 14 (4), 1108-1129, 2009 | 184 | 2009 |
| The effect of text messaging on 9‐and 10‐year‐old children's reading, spelling and phonological processing skills C Wood, E Jackson, L Hart, B Plester, L Wilde Journal of Computer Assisted Learning 27 (1), 28-36, 2011 | 171 | 2011 |
| Metrical stress sensitivity in young children and its relationship to phonological awareness and reading C Wood Journal of Research in Reading 29 (3), 270-287, 2006 | 162 | 2006 |
| Does speech rhythm sensitivity predict children's reading ability 1 year later? AJ Holliman, C Wood, K Sheehy Journal of educational psychology 102 (2), 356-366, 2010 | 156 | 2010 |
| Preschool phonological awareness and subsequent literacy development C Wood, C Terrell Educational Psychology 18 (3), 253-274, 1998 | 149 | 1998 |
| The contribution of sensitivity to speech rhythm and non‐speech rhythm to early reading development AJ Holliman, C Wood, K Sheehy Educational Psychology 30 (3), 247-267, 2010 | 135 | 2010 |
| Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes C Pillinger, C Wood Literacy 48 (3), 155-163, 2014 | 131 | 2014 |
| Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness AJ Holliman, C Wood, K Sheehy British Journal of Developmental Psychology 26 (3), 357-367, 2008 | 128 | 2008 |
| Phonological awareness: Beyond phonemes C Wood, L Wade-Woolley, AJ Holliman Contemporary perspectives on reading and spelling, 19-35, 2009 | 120 | 2009 |
| Grammatical understanding, literacy and text messaging in school children and undergraduate students: A concurrent analysis C Wood, N Kemp, S Waldron, L Hart Computers & Education 70, 281-290, 2014 | 100 | 2014 |
| Beginning readers' use of ‘talking books’ software can affect their reading strategies C Wood Journal of Research in Reading 28 (2), 170-182, 2005 | 100 | 2005 |
| A longitudinal study of children's text messaging and literacy development C Wood, S Meachem, S Bowyer, E Jackson, ML Tarczynski‐Bowles, ... British Journal of Psychology 102 (3), 431-442, 2011 | 95 | 2011 |
| A qualitative study investigating adolescents' understanding of aggression, bullying and violence L Hopkins, L Taylor, E Bowen, C Wood Children and youth services review 35 (4), 685-693, 2013 | 92 | 2013 |
| Interactions with talking books: phonological awareness affects boys' use of talking books K Littleton, C Wood, P Chera Journal of Computer Assisted Learning 22 (5), 382-390, 2006 | 92 | 2006 |
Andrew J. HollimanUCL Institute of EducationE-mail confirmado em ucl.ac.uk