Clare Wood

2.8k total citations
75 papers, 1.9k citations indexed

About

Clare Wood is a scholar working on Developmental and Educational Psychology, Education and Human-Computer Interaction. According to data from OpenAlex, Clare Wood has authored 75 papers receiving a total of 1.9k indexed citations (citations by other indexed papers that have themselves been cited), including 47 papers in Developmental and Educational Psychology, 42 papers in Education and 14 papers in Human-Computer Interaction. Recurrent topics in Clare Wood's work include Reading and Literacy Development (39 papers), Child Development and Digital Technology (27 papers) and Language Development and Disorders (15 papers). Clare Wood is often cited by papers focused on Reading and Literacy Development (39 papers), Child Development and Digital Technology (27 papers) and Language Development and Disorders (15 papers). Clare Wood collaborates with scholars based in United Kingdom, Australia and United States. Clare Wood's co-authors include Beverly Plester, Andrew Holliman, Kieron Sheehy, Puja Joshi, Victoria A. Bell, Nenagh Kemp, Lee Farrington‐Flint, Dorothy Faulkner, Sarah Critten and Karen Littleton and has published in prestigious journals such as Journal of Educational Psychology, Computers & Education and Movement Disorders.

In The Last Decade

Clare Wood

69 papers receiving 1.7k citations

Peers

Clare Wood

DEP

EDUCA

SPS

Thierry Olive France

Sascha Schroeder Germany

Michelle Perry United States

Joseph P. Magliano United States

Vincent Connelly United Kingdom

Young‐Suk Grace Kim United States

Robert B. Ruddell United States

Jana M. Mason United States

Keith Millis United States

Rebecca D. Silverman United States

Thierry Olive France

Clare Wood

945 ×0.9

DEP

1.2k ×1.3

EDUCA

131 ×0.3

289 ×0.7

72 ×0.3

SPS

Citations per year, relative to Clare Wood Clare Wood (= 1×) peers Thierry Olive

Countries citing papers authored by Clare Wood

Since Specialization

Citations

This map shows the geographic impact of Clare Wood's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Clare Wood with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Clare Wood more than expected).

Fields of papers citing papers by Clare Wood

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Clare Wood. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Clare Wood. The network helps show where Clare Wood may publish in the future.

Co-authorship network of co-authors of Clare Wood

This figure shows the co-authorship network connecting the top 25 collaborators of Clare Wood. A scholar is included among the top collaborators of Clare Wood based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Clare Wood. Clare Wood is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Cunningham, Anna, et al.. (2025). A movement and story-telling intervention improves language and fundamental movement skills and is feasible for delivery by teachers in the first year of school. Learning and Instruction. 97. 102110–102110.

Winder, Belinda, Michael B. Underwood, Roger Perkins, et al.. (2025). “Don’t think about a pink elephant”: collaboratively exploring the notion of desistance using the CoNavigator participatory tool. Journal of Criminal Psychology. 15(4). 432–446.

Thompson, Angela, et al.. (2025). Seeing, Being Seen and Being Able to See Dyslexia in English Schools: Parent and Teacher Perspectives. Dyslexia. 31(2). e70003–e70003.

Wood, Clare, et al.. (2024). Prosody and developmental dyslexia: a meta-analysis. Reading and Writing. 38(9). 2515–2541.

Wood, Clare, et al.. (2024). A Child-Centred Design Evaluation of a Learning Game to Improve Children’s Legal Capability. Research Explorer (The University of Manchester). 18(1). 580–589.

Wood, Clare, et al.. (2021). Evaluating the impact of book gifting on the reading behaviours of parents and young children. Early Years Journal of International Research and Development. 43(1). 75–90. 3 indexed citations

Critten, Sarah, et al.. (2020). A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing. 34(2). 371–389. 9 indexed citations

Critten, Sarah, et al.. (2020). A critical review of methods for eliciting voice from children with speech, language and communication needs. Journal of Research in Special Educational Needs. 20(4). 308–320. 10 indexed citations

Wood, Clare, et al.. (2020). The relationship between academic achievement, self-efficacy, implicit theories and basic psychological needs satisfaction among university students. Studies in Higher Education. 47(2). 259–269. 35 indexed citations

10.

Wood, Clare, et al.. (2020). Exploring the Literacy-Related Behaviors and Feelings of Pupils Eligible for Free School Meals in Relation to Their Use of and Access to School Libraries.. 23. 5 indexed citations

11.

Wood, Clare, et al.. (2017). The immediate and longer‐term effectiveness of a speech‐rhythm‐based reading intervention for beginning readers. Journal of Research in Reading. 41(1). 220–241. 17 indexed citations

12.

Wood, Clare, et al.. (2015). The stories we need to tell: Using online outsider-witness processes and digital storytelling in a remote Australian Aboriginal community. International Journal of Narrative Therapy and Community Work. 40. 4 indexed citations

13.

Williams, Gareth J. & Clare Wood. (2012). Sensitivity to the acoustic correlates of lexical stress and their relationship to reading in skilled readers.. PubMed. 8(4). 267–80. 4 indexed citations

14.

Wood, Clare, et al.. (2011). A longitudinal study of children's text messaging and literacy development. British Journal of Psychology. 102(3). 431–442. 35 indexed citations

15.

Wood, Clare, et al.. (2010). The Psychology of Education: The Evidence Base for Teaching and Learning (2nd ed.). Open Research Online (The Open University). 3 indexed citations

16.

Farrington‐Flint, Lee, Katherine H. Canobi, Clare Wood, & Dorothy Faulkner. (2009). Children's patterns of reasoning about reading and addition concepts. British Journal of Developmental Psychology. 28(2). 427–448. 8 indexed citations

17.

Rickards, Hugh, Clare Wood, & Andrea E. Cavanna. (2008). Hassler and Dieckmann's seminal paper on stereotactic thalamotomy for Gilles de la Tourette syndrome: Translation and critical reappraisal. Movement Disorders. 23(14). 1966–1972. 25 indexed citations

18.

Wood, Clare, et al.. (2007). Sensitivity to visual and auditory stimuli in children with developmental dyslexia. Dyslexia. 14(2). 116–141. 11 indexed citations

19.

Wood, Clare, et al.. (2003). Animated multime‑dia “talking books” can promote phonological awareness: Effects of spoken language experien‑ce and orthography.

20.

Wood, Clare. (2002). Parent–child pre–school activities can affect the development of literacy skills. Journal of Research in Reading. 25(3). 241–258. 85 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact