Staff

• Module Leadership
• Areas of Teaching: Research Methods at Postgraduate Level; Developmental and Cognitive Psychology at Undergraduate Level.
• Postgraduate Research (PhD) supervision
• Applied Research

• Chair of Undergraduate Ethics Committee
• Member of Faculty Teaching and Learning Committee

• PhD Psychology
• PGCert Teaching and Learning in Higher Education
• BS (Hons) Social Psychology
• Level A Certificate of Compentence in Occupational Testing
• Chartered Psychologist
• Registered Practioner with the Higher Education Academy

• Senior Lecturer, Coventry University
• Central Academic, Open University
• Senior Lecturer, University College Northampton
• Lecturer, University College Northampton
• Lecturer, Cheltenham and Gloucester College of Higher Education

• Reading development and reading difficulties
• The development of phonological awareness
• Speech rhythm and reading development
• The use of new technology to support reading development
• Strategy use in reading development
• Collaborative learning

• The British Psychological Society Award for Excellence in the Teaching of Psychology 2006
• The International Reading Association's Reading / Literacy Research Fellowship
• Invited Speaker: BPS North-West Section 'Childhood & Psychology' Workshop.
• External Examiner at Edge Hill College of Higher Education
• External Examiner: PhD Candidate Oxford University
• External Examiner: PhD Candidate Institute of Education
• Member of Editorial Board: Journal of Research in Reading
• Associate Fellow of the British Psychological Society
• Member of the BPS Division of Teacher and Researchers
• Member of the BPS Developmental Psychology Section
• Member of the International Dyslexia Association
• Member of the Society for the Scientific Study of Reading
• Member of the United Kingdom Literacy Association

Farrington-Flint, L. and Wood, C. (in press) 'Strategic variability among beginning readers' Journal of Educational Psychology.

Littleton, K., Wood, C. and Chera, P. (2006) 'Interactions with talking books: phonological awareness proficiency affects boys' use of talking books.' Journal of Computer Assisted Learning, 22, 382-390.

Wood, C. (2006) 'Speech rhythm sensitivity in young children and its relationship to reading.  Journal of Research in Reading, 29, 270-287.

Wood, C., Littleton,K., and Sheehy, K. (2006) (eds.) Developmental Psychology in Action.  Oxford: Blackwell.

Wood, C. (2005) 'Beginning readers' use of 'talking books' software can affect their reading strategies'.  Journal of Research in Reading, 28, 170-182. 

Holliman, A., Wood, C. & Sheehy, K. (2006).  Rhythm in reading and phonological awareness: a factor analytic study.  Poster presented to the BPS Developmental Section Conference, Surrey, September.

Holliman, A., Wood, C., & Sheehy, K. (2006). The relationship between musical rhythm, speech rhythm and reading development. Interactive paper/poster presented at the Society for the Scientific Study of Reading (SSSR) Annual Meeting, Vancouver, Canada, July.

Wood, C. (2005).  Rhythmic sensitivity and early reading: a cross sectional study. Paper to be presented to the Annual Meeting of the Society for the Scientific Study of Reading, Toronto, June.

Wood, C. (2004).  Speech rhythm processing in young children and its relationship to phonological awareness.  Paper presented to the Society for the Scientific Study of Reading Annual Meeting, Amsterdam, June.

• A Longitudinal Study of Phonological Awareness, British Academy, March 2001, £4,994.
• Variation in Beginning Readers' Use of Talking Books Software and Subsequent Outcomes, International Reading Association - Elva Knight Research Grant.  May 2002, $9,470.
• Comapring One-to-One Teaching with Computer-Based Support for Beginning Readers, British Academy, January 2004, £4,928.
• Leverhulme Trust Study Abroad Fellowship.  June 2004 - February 2005.  £4,340.