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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 19 of 19 1 Dynamic relationships between phonological memory and reading:a five year longitudinal study from age 4 to 9 Cunningham, Anna J.; Burgess, Adrian P.; Witton, Caroline; Talcott, Joel B.; Shapiro, Laura R.. - 2021 Abstract: We reconcile competing theories of the role of phonological memory in reading development, by uncovering their dynamic relationship during the first 5 years of school. Phonological memory, reading and phoneme awareness were assessed in 780 phonics-educated children at age 4, 5, 6 and 9. Confirmatory factor analyses demonstrated that phonological memory loaded onto two factors: verbal short-term memory (verbal STM; phonological tasks that loaded primarily on serial order memory) and nonword repetition. Using longitudinal structural equation models, we found that verbal STM directly predicted early word-level reading from age 4 to 6, reflecting the importance of serial-order memory for letter-by-letter decoding. In contrast, reading had no reciprocal influence on the development of verbal STM. The relationship between nonword repetition and reading was bidirectional across the 5 years of study: nonword repetition and reading predicted each other both directly and indirectly (via phoneme awareness). Indirect effects from nonword repetition (and verbal STM) to reading support the view that phonological memory stimulates phonemically detailed representations through repeated encoding of complex verbal stimuli. Similarly, the indirect influence of reading on nonword repetition suggests that improved reading ability promotes the phoneme-level specificity of phonological representations. Finally, the direct influence from reading to nonword repetition suggests that better readers use orthographic cues to help them remember and repeat new words accurately. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=70LZfTR0BjE. URL: https://publications.aston.ac.uk/id/eprint/41551/1/desc.12986_1_.pdf https://doi.org/10.1111/desc.12986 https://publications.aston.ac.uk/id/eprint/41551/ https://publications.aston.ac.uk/id/eprint/41551/6/desc.12986.pdf BASE Hide details 2 Auditory frequency discrimination in developmental dyslexia: a meta-analysis Witton, Caroline; Swoboda, Katy; Shapiro, Laura R.. - 2020 BASE Show details 3 Auditory frequency discrimination in developmental dyslexia: A meta‐analysis Witton, Caroline; Swoboda, Katy; Shapiro, Laura R.. - : John Wiley and Sons Inc., 2019 BASE Show details 4 Differing effects of two synthetic phonics programmes on early reading development Shapiro, Laura R.; Solity, Jonathan. - 2016 BASE Show details 5 Predicting dyslexia using prereading skills:the role of sensorimotor and cognitive abilities Carroll, Julia M.; Solity, Jonathan; Shapiro, Laura R.. - 2016 BASE Show details 6 Deconstructing phonological tasks:the contribution of stimulus and response type to the prediction of early decoding skills Cunningham, Anna J.; Shapiro, Laura R.; Witton, Caroline. - 2015 BASE Show details 7 Separating the influences of prereading skills on early word and nonword reading Shapiro, Laura R.; Carroll, Julia M.; Solity, Jonathan. - 2013 BASE Show details 8 Separating the influences of prereading skills on early word and nonword reading Shapiro, Laura R.; Carroll, Julia M.; Solity, Jonathan. - : Elsevier, 2013 BASE Show details 9 Classroom implications of recent research into literacy development: from predictors to assessment Shapiro, Laura R; Hurry, Jane; Masterson, Jackie... In: Dyslexia. - Bracknell : British Dyslexia Association 15 (2009) 1, 1-22 OLC Linguistik Show details 10 Classroom implications of recent research into literacy development: from predictors to assessment Shapiro, Laura R.; Hurry, Jane; Masterson, Jackie. - 2009 BASE Show details 11 Measuring the influence of similarity on category-specific effects Lamberts, Koen; Olson, Andrew C.; Shapiro, Laura R. In: The European journal of cognitive psychology. - Basingstoke : Psychology Press 20 (2008) 2, 346-366 BLLDB OLC Linguistik Show details 12 Developing the practice of educational psychologists through theory and research Solity, Jonathan; Shapiro, Laura R.. - 2008 BASE Show details 13 Delivering phonological and phonics training within whole-class teaching Shapiro, Laura R.; Solity, Jonathan. - 2008 BASE Show details 14 Measuring the influence of similarity on category-specific effects Shapiro, Laura R.; Lamberts, Koen; Olson, Andrew C.. - : Psychology Press, 2008 BASE Show details 15 Colour categories and category acquisition in Himba and English Roberson, Debi; Davidoff, Jules; Davies, Ian R.L.... In: Psychological aspects (2006), p. 159-172 MPI für Psycholinguistik Show details 16 Does normal processing provide evidence of specialised semantic subsystems? Olson, Andrew C.; Shapiro, Laura R. In: Language and cognitive processes. - Abingdon : Routledge, Taylor & Francis Group 20 (2005) 6, 697-724 BLLDB OLC Linguistik Show details 17 Color categories: evidence for the cultural relativity hypothesis Roberson, Debi; Davidoff, Jules; Davies, Ian R. L.... In: Cognitive psychology. - Amsterdam : Elsevier 50 (2005) 4, 378-411 BLLDB Show details 18 The development of color categories in two languages : a longitudinal study Roberson, Debi; Davidoff, Jules; Davies, Ian R. L.... In: Journal of experimental psychology. General. - Washington, DC [u.a.] : Assoc. 133 (2004) 4, 554-571 BLLDB Show details 19 The development of color categories in two languages: a longitudinal study Roberson, Debi; Davidoff, Jules; Davies, Ian R.L.. - 2004 BASE Show details

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