King, B., Wood, C., & Faulkner, D. (2007). Sensitivity to auditory and visual stimuli during early reading development, 'Journal of Research in Reading', 30, (4), 443-453.
King, B., Wood, C., & Faulkner, D. (2008). Sensitivity to visual and auditory stimuli in children with developmental dyslexia. Dyslexia, 14, 116-141.
Wood, C. (2004). Do levels of pre-school alphabetic tuition affect the development of phonological awareness and early literacy? Educational Psychology, 24, 3-12.
Wood, C. (2002). Parent-child activities can affect the development of literacy skills. Journal of Research in Reading, 25, 241-258.
Wood, C. & Richardson, A. (2002). ‘Normal’ development? The case of dyslexia. In T. Cooper & I. Roth (Eds.), Challenging Psychological Issues. Milton Keynes: The Open University.
Wood, C., Sheehy, K., & Passenger, T. (2006). Understanding specific learning difficulties. In C. Wood, K. Littleton, & K.Sheehy, (Eds.), Developmental Psychology in Action. Oxford: Blackwell.
Wood, C. & Terrell, C. (1998). Pre-school phonological ability and subsequent literacy development. Educational Psychology, 18, 253-274.
Chera, P.D.K. & Wood, C. (2003) Animated multimedia talking books can promote phonological awareness in children beginning to read. Learning and Instruction, 13, 33-52
Littleton, K., Wood, C., & Chera, P. (2006) Interactions with talking books: phonological proficiency affects boys’ use of talking books. Journal of Computer Assisted Learning, 22, 382-390
Littleton, K., Wood, C., & Chera, P. (2004) Reading together: computers and collaboration. In, K. Littleton, D. Miell & D. Faulkner (Eds.), Learning to Collaborate: Collaborating to Learn. New York: Nova Science
Plester, B., Wood, C. & Joshi, P. (in press) Exploring the relationship between children’s knowledge of text message abbreviations and school literacy outcomes. British Journal of Developmental Psychology.
Plester, B., Wood, C. & Bell, V. (in press) Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children’s literacy attainment? Literacy.
Wood, C. (2005) Beginning readers’ use of ‘talking books’ software can affect their reading strategies. Journal of Research in Reading, 28, 170-182
Wood, C., Littleton, K., & Chera, P.D.K. (2005) Beginning readers' use of talking books: styles of working. Literacy, 39, 135-141
Farrington-Flint, L., & Wood, C., (2007). Strategic variability among beginning readers. Journal of Educational Psychology, 99, 326-338.
Farrington-Flint, L. Wood, C., Faulkner, D., & Canobi, K.H. (2004). Individual differences and patterns of analogical reasoning in children’s early reading. Journal of Research in Reading, 27, 226-247.
Wood, C. (2002). Orthographic analogies and phonological priming effects. Journal of Research in Reading, 25, 144-159.
Wood, C. (2000). Rhyme awareness, orthographic analogy use and phonemic awareness: An examination of relationships. Educational Psychology, 20, 5-15.
Wood, C. (1999). The effects of analogical problem solving and phonemic awareness on children’s ability to make orthographic analogies in reading. Educational Psychology, 19, 277-286.
Wood, C. & Farrington-Flint, L. (2002). Orthographic analogy use and phonological priming effects in non-word reading. Cognitive Development, 16, 81-93.
Ashby, R. and Broughan, C. (2002). Factors predicting student’s usage of Virtual Learning Environments. Psychology Learning and Teaching, 2(2), 140-141.
Brown, S., Wilson, N. & Wood, C. (2004). Undergraduate students’ use of course related web conferences. In, K. Littleton, D. Miell & D. Faulkner (Eds.), Learning to Collaborate: Collaborating to Learn. New York: Nova Science.
Littleton, K. & Wood, C. (2006). Education and psychology: understanding teaching and learning. In C. Wood, K. Littleton, & K. Sheehy (Eds.), Development Psychology in Action. Oxford: Blackwell.
Holliman, A.J., Wood, C., & Sheehy, K. (2008) Sensitivity to speech rhythm, phonological awareness and reading ability. British Journal of Developmental Psychology, 26, 357-367.
Wade-Woolley, L. & Wood, C. (2006) (Eds.). Prosodic awareness & reading development. Special Issue of Journal of Research in Reading.
Wood, C. (2006). Sensitivity to speech rhythm and the development of reading. Focus on Cognitive Psychology Research. New York: Nova Science
Wood, C. (2006). Speech rhythm sensitivity in young children and its relationship to reading. Journal of Research in Reading, 29, 270-287.
Wood, C. & Terrell, C. (1998). Poor readers’ ability to detect rhythm and perceive rapid speech.
British Journal of Developmental Psychology, 16, 397-413.
Cassidy, T. and Taylor, L.M. (2005) Coping and psychological distress as a function of the bully victim dichotomy in older children. Social Psychology of Education, 8 (3), 249-262.
McLeod, J., Hickman, M., Bowen, E., Alati, R., Tilling, K & Davy-Smith, G (in press). Parental drug use, early adversities, later childhood problems and children’s use of tobacco and alcohol at age 10: birth cohort study. Addiction
Bowen, E., & Nowicki, S., Jnr. (2007). The ability of children exposed to family violence and maltreatment to recognise facial emotions: Evidence from a British cohort. Journal of Nonverbal Behavior (Special Edition: Nonverbal Behavior in Global Contexts). 31 (3) 169 - 184
Taylor, L.M. (2005) Introducing Cognitive Development. Psychology Press: Hove