Laura Shapiro

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Aston University

United Kingdom

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Tracking changes in the influence of broad auditory and specific phonological skills on beginning and intermediate reading performance

Open Date: 2011-04-08

Close Date: 2015-04-07

Articles (14)

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2025

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2021

Collaborators (13)

Claire Farrow

Professor of Children's Eating Behaviour

Aston University

UNITED KINGDOM

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Jo Taylor

Lecturer

UNITED KINGDOM

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Rory Thomas Devine

University of Birmingham

UNITED KINGDOM

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Megan Jarman

Aston University

UNITED KINGDOM

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Henriette Zeidler

Università degli Studi di Roma La Sapienza

ITALY

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Adrian P Burgess

Prof of Psychology

Aston University

UNITED KINGDOM

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Emily Oxley

University of Glasgow

UNITED KINGDOM

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Ian Apperly

University of Birmingham

UNITED KINGDOM

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Anna Cunningham

Senior lecturer

University of Nottingham

UNITED KINGDOM

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Rachael Hulme

Heriot-Watt University

UNITED KINGDOM

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Claire Farrow

Aston University

UNITED KINGDOM

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Sarah McGeown

UNITED KINGDOM

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Sanne van der Kleij

University of Birmingham

UNITED KINGDOM

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Laura Shapiro

Research Interests

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Recent Grants

Articles (14)

Longitudinal development of theory of mind in adolescence and its associations with fiction reading experience

Approach to Complementary Feeding and Infant Language Use: An Observational Study

‘I just had to park up at the hospital and leave her’: A retrospective interview study of pregnancy, birth and parenting during the COVID-19 pandemic restrictions

An experimental comparison of additional training in phoneme awareness, letter‐sound knowledge and decoding for struggling beginner readers

Tracking vocabulary and reading growth in children from lower and higher socioeconomic backgrounds during the transition from primary to secondary education

Working at the intersection of research and practice: The love to read project

The Role of Mealtimes in Fostering Language Development and Aligning Home and School Learning: Protocol for a Multi-Method Study of Preschool Children in Rural Kenya and Zambia

Reading fiction and reading minds in early adolescence: A longitudinal study

From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension

Learning new words through reading: do robust spelling–sound mappings boost learning of word forms and meanings?

Do family learning phonics courses improve parents' reading‐related skills and ability to support their children's reading?

Qualitative Accounts of School-Aged Children’s Diets during the COVID-19 Pandemic in Rural, Central, Kenya

Dynamic relationships between phonological memory and reading: A five year longitudinal study from age 4 to 9

An infant‐led approach to complementary feeding is positively associated with language development

Collaborators (13)

Claire Farrow

Jo Taylor

Rory Thomas Devine

Megan Jarman

Henriette Zeidler

Adrian P Burgess

Emily Oxley

Ian Apperly

Anna Cunningham

Rachael Hulme

Claire Farrow

Sarah McGeown

Sanne van der Kleij

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