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Article

Farrow, Claire, Blissett, Jacqueline, Islam, Shefu, Batchelor, Rachel, Norman, Rebecca, Webber, Charlotte, Addessi, Elsa, Bellagamba, Francesca, Galloway, Amy T. and Shapiro, Laura (2024). Approach to Complementary Feeding and Infant Language Use: An Observational Study. Maternal and Child Nutrition ,

Webber, Charlotte, Patel, Hetal, Cunningham, Anna J., Fox, Amy, Vousden, Janet, Castles, Anne and Shapiro, Laura (2023). An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers. British Journal of Educational Psychology ,

McGeown, Sarah, Oxley, Emily, Practice Partners, Love to Read, Ricketts, Jessie and Shapiro, Laura (2023). Working at the intersection of research and practice: The love to read project. International Journal of Educational Research, 117 ,

van der Kleij, Sanne W., Burgess, Adrian P., Ricketts, Jessie and Shapiro, Laura R. (2023). Tracking vocabulary and reading growth in children from lower and higher socioeconomic backgrounds during the transition from primary to secondary education. Child Development, 94 (1), e57-e66.

Hulme, Rachael C., Shapiro, Laura R. and Taylor, J. S. H. (2022). Learning new words through reading: do robust spelling–sound mappings boost learning of word forms and meanings? Royal Society Open Science, 9 (12),

van der Kleij, Sanne W, Apperly, Ian, Shapiro, Laura R, Ricketts, Jessie and Devine, Rory T (2022). Reading fiction and reading minds in early adolescence: A longitudinal study. Journal of Experimental Child Psychology, 222 ,

Hulme, Rachael, Webber, Charlotte, Fox, Amy, Ricketts, Jessie, Shapiro, Laura and Taylor, Jo (2022). Do family learning phonics courses improve parents’ reading-related skills and ability to support their children’s reading? Journal of Research in Reading, 45 (3), pp. 258-276.

Zeidler, Henriette, Farrow, Claire, Jarman, Megan, Koteng, Grace, Simatende, Barnabas, Matthews, Danielle, Mooya, Haatembo, Shapiro, Laura R and Wadende, Pamela (2022). 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. JMIR Research Protocols, 11 (7),

van der Kleij, Sanne W., Burgess, Adrian P., Ricketts, Jessie and Shapiro, Laura R. (2022). From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension. Scientific Studies of Reading, 26 (6), pp. 514-526.

Jarman, Megan, Zeidler, Henriette, Shapiro, Laura, Clarke, Rebecca, Mooya, Haatembo, Simatende, Barnabas, Matthews, Danielle, Koteng, Grace, Wadende, Pamela and Farrow, Claire (2021). Qualitative Accounts of School-Aged Children’s Diets during the COVID-19 Pandemic in Rural, Central, Kenya. Nutrients, 13 (10),

Webber, Charlotte, Blissett, Jacqueline, Addessi, Elsa, Galloway, Amy T., Shapiro, Laura and Farrow, Claire (2021). An infant‐led approach to complementary feeding is positively associated with language development. Maternal and Child Nutrition, 17 (4),

Cunningham, Anna J., Burgess, Adrian P., Witton, Caroline, Talcott, Joel B. and Shapiro, Laura R. (2021). Dynamic relationships between phonological memory and reading:a five year longitudinal study from age 4 to 9. Developmental Science, 24 (1),

Witton, Caroline, Swoboda, Katy, Shapiro, Laura R. and Talcott, Joel B. (2020). Auditory frequency discrimination in developmental dyslexia: a meta-analysis. Dyslexia, 26 (1), pp. 36-51.

Babayiğit, Selma and Shapiro, Laura (2020). Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language. Journal of Research in Reading, 43 (1), pp. 78-97.

Badger, Julia R. and Shapiro, Laura R. (2019). We're going to the zoo:Interactive educational activities with animals boost category-based induction in children. Cognitive Development, 49 , pp. 1-10.

Shapiro, Laura R. and Solity, Jonathan (2016). Differing effects of two synthetic phonics programmes on early reading development. British Journal of Educational Psychology, 86 (2), 182–203.

Carroll, Julia M., Solity, Jonathan and Shapiro, Laura R. (2016). Predicting dyslexia using prereading skills:the role of sensorimotor and cognitive abilities. Journal of Child Psychology and Psychiatry, 57 (6), 750–758.

Cunningham, Anna J., Witton, Caroline, Talcott, Joel B., Burgess, Adrian P. and Shapiro, Laura R. (2015). Deconstructing phonological tasks:the contribution of stimulus and response type to the prediction of early decoding skills. Cognition, 143 , pp. 178-186.

Badger, Julia R. and Shapiro, Laura R. (2015). Category structure affects the developmental trajectory of children’s inductive inferences for both natural kinds and artefacts. Thinking and Reasoning, 21 (2), pp. 206-229.

Shapiro, Laura R., Carroll, Julia M. and Solity, Jonathan (2013). Separating the influences of prereading skills on early word and nonword reading. Journal of Experimental Child Psychology, 116 (2), pp. 278-295.

Gilbert, Jessica R., Shapiro, Laura R. and Barnes, Gareth R. (2012). A peak-clustering method for MEG group analysis to minimise artefacts due to smoothness. PLoS ONE, 7 (9),

Badger, Julia and Shapiro, Laura (2012). Evidence of a transition from perceptual to category induction in 3- to 9-year-old children. Journal of Experimental Child Psychology, 113 (1), pp. 131-146.

Badger, Julia R. and Shapiro, Laura (2010). Development of reasoning:behavioral evidence to support reinforcement over cognitive control accounts. Cognitive Neuroscience, 1 (2), pp. 138-139.

Shapiro, Laura R., Hurry, Jane, Masterson, Jackie, Wydell, Taeko N. and Doctor, Estelle (2009). Classroom implications of recent research into literacy development: from predictors to assessment. Dyslexia, 15 (1), pp. 1-22.

Shapiro, Laura R. and Solity, Jonathan (2008). Delivering phonological and phonics training within whole-class teaching. British Journal of Educational Psychology, 78 (Part 4), pp. 597-620.

Shapiro, Laura R., Lamberts, Koen and Olson, Andrew C. (2008). Measuring the influence of similarity on category-specific effects. European Journal of Cognitive Psychology, 20 (2), pp. 346-366.

Solity, Jonathan and Shapiro, Laura R. (2008). Developing the practice of educational psychologists through theory and research. Educational and Child Psychology, 25 (3), pp. 123-149.

Shapiro, Laura R. and Olson, Andrew C. (2005). Does normal processing provide evidence of specialised semantic subsystems? Language and Cognitive Processes, 20 (6), pp. 697-724.

Roberson, Debi, Davidoff, Jules, Davies, Ian R.L. and Shapiro, Laura R. (2005). Color categories: confirmation of the relativity hypothesis. Cognitive Psychology, 50 (4), pp. 378-411.

Roberson, Debi, Davidoff, Jules, Davies, Ian R.L. and Shapiro, Laura R. (2004). The development of color categories in two languages: a longitudinal study. Journal of Experimental Psychology: General, 133 (a), pp. 554-571.

Roberson, Debi, Davidoff, Jules and Shapiro, Laura R. (2002). Squaring the circle: the cultural relativity of 'good' shape. Journal of Cognition and Culture, 2 (1), pp. 29-51.

Book Section

Roberson, Debi, Davidoff, Jules, Davies, Ian R.L. and Shapiro, Laura R. (2006). Colour categories and category acquisition in Himba and English. IN: Progress in Colour Studies. Pitchford, Nicola and Bingham, Carole P. (eds) Amsterdam (NL): John Benjamins.

Lamberts, Koen and Shapiro, Laura R. (2002). Exemplar models and category specific effects. IN: Category-Specificity in Brain and Mind. Forde, Emer M. E. and Humphreys, Glyn W. (eds) Brain Damage, Behaviour and Cognition . London: Psychology Press.

Conference or Workshop Item

Cunningham, Anna, Shapiro, Laura, Witton, Caroline, Talcott, Joel, Rochelle, Kim and Burgess, Adrian (2012). Speech and non-speech skills in the prediction of letter-knowledge:the influence of task. IN: 2nd meeting of the EARLI SIG Neuroscience and Education. Institute of Education, 2012-05-24 - 2012-05-26. (Unpublished)