Andrew J. Holliman
Andrew J. Holliman
UCL Institute of Education
E-mailová adresa ověřena na:
Adaptability, engagement and academic achievement at university
RJ Collie, AJ Holliman, AJ Martin
Educational Psychology 37 (5), 632-647, 2017
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, 2010
Literacy interest, home literacy environment and emergent literacy skills in preschoolers
JM Carroll, AJ Holliman, F Weir, AE Baroody
Journal of Research in Reading 42 (1), 150-161, 2019
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
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
Phonological awareness: Beyond phonemes
C Wood, L Wade-Woolley, AJ Holliman
Contemporary perspectives on reading and spelling, 19-35, 2009
Adaptability, engagement, and degree completion: a longitudinal investigation of university students
AJ Holliman, AJ Martin, RJ Collie
Educational Psychology 38 (6), 785-799, 2018
A cross‐sectional study of prosodic sensitivity and reading difficulties
AJ Holliman, C Wood, K Sheehy
Journal of Research in Reading 35 (1), 32-48, 2012
Adaptability and social support: Examining links with psychological wellbeing among UK students and non-students
AJ Holliman, D Waldeck, B Jay, S Murphy, E Atkinson, RJ Collie, A Martin
Frontiers in Psychology 12, 636520, 2021
Beginning to disentangle the prosody-literacy relationship: A multi-component measure of prosodic sensitivity
AJ Holliman, GJ Williams, IR Mundy, C Wood, L Hart, S Waldron
Reading and Writing 27, 255-266, 2014
Modeling the relationship between prosodic sensitivity and early literacy
A Holliman, S Critten, T Lawrence, E Harrison, C Wood, D Hughes
Reading research quarterly 49 (4), 469-482, 2014
Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes
RJ Collie, H Granziera, AJ Martin, EC Burns, AJ Holliman
Teaching and Teacher Education 95, 103148, 2020
Adaptability: does students’ adjustment to university predict their mid-course academic achievement and satisfaction?
AJ Holliman, L Sheriston, AJ Martin, RJ Collie, D Sayer
Journal of Further and Higher Education 43 (10), 1444-1455, 2019
Assessing direct contributions of morphological awareness and prosodic sensitivity to children’s word reading and reading comprehension
SH Deacon, AJ Holliman, GJ Dobson, ECJ Harrison
Scientific Studies of Reading 22 (6), 527-534, 2018
Examining the independent contribution of prosodic sensitivity to word reading and spelling in early readers
AJ Holliman, N Gutiérrez Palma, S Critten, C Wood, H Cunnane, ...
Reading and Writing 30, 509-521, 2017
Evaluating the effectiveness of an educational programming intervention on children’s mathematics skills, spatial awareness and working memory
D Messer, L Thomas, A Holliman, N Kucirkova
Education and Information Technologies 23, 2879-2888, 2018
Adaptability and psychological flexibility: Overlapping constructs?
D Waldeck, L Pancani, A Holliman, M Karekla, I Tyndall
Journal of Contextual Behavioral Science 19, 72-78, 2021
The effects of Reading Recovery on children’s literacy progress and special educational needs status: A three-year follow-up study
AJ Holliman, J Hurry
Educational Psychology 33 (6), 719-733, 2013
Prosodic awareness and children’s multisyllabic word reading
AJ Holliman, IR Mundy, L Wade-Woolley, C Wood, C Bird
Educational Psychology 37 (10), 1222-1241, 2017
The immediate and longer‐term effectiveness of a speech‐rhythm‐based reading intervention for beginning readers
E Harrison, C Wood, AJ Holliman, JI Vousden
Journal of Research in Reading 41 (1), 220-241, 2018
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Články 1–20