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Article

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.

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),

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.; 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.

Ellefson, Michelle R.; Shapiro, Laura R. and Chater, Nick (2006). Asymmetrical switch costs in children. Cognitive Development, 21 (2), pp. 108-130.

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.

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

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

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

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

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

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 and Burgess, Adrian (2014). Phonological processing skills and the prediction of word reading in beginning and intermediate readers:a latent variable multi-group analysis. IN: British Dyslexia Association (BDA) 9th International Conference. 2014-03-27 - 2014-03-29. (Unpublished)

Cunningham, Anna; Shapiro, Laura; Witton, Caroline; Talcott, Joel and Burgess, Adrian (2013). Deconstructing phonological tasks:the contribution of stimulus and response form to the prediction of early reading. IN: Joint Cognitive psychology section and Developmental psychology section annual conference 2013. 2013-09-04 - 2013-09-06. (Unpublished)

Shapiro, Laura; Cunningham, Anna; Witton, Caroline; Talcott, Joel and Burgess, Adrian (2013). Phonological task characteristics and the link with early decoding skills:an analysis of stimulus and response type. IN: International Workshop on Reading and Developmental Dyslexia. 2013-05-30 - 2013-05-31. (Unpublished)

Swoboda, Katarzyna; Witton, Caroline; Talcott, Joel and Shapiro, Laura (2013). Auditory frequency discrimination:a meta-analysis and moderator variable analysis. IN: International Workshop on Reading and Developmental Dyslexia. 2013-05-30 - 2013-05-31. (Unpublished)

Cunningham, Anna; Shapiro, Laura; Witton, Caroline; Talcott, Joel; Rochelle, Kim and Burgess, Adrian (2012). Speech and non-speech stimuli in the prediction of early reading skills:the influence of processing demands and response-type. IN: 19th Annual Meeting Society for the Scientific Study of Reading. 2012-07-11 - 2012-07-14. (Unpublished)

Cunningham, Anna; Shapiro, Laura; Witton, Caroline; Talcott, Joel; Burgess, Adrian and Swoboda, Kate What drives the prediction of early reading? An analysis of stimulus and response-type. IN: 20th annual meeting Society for the Scientific Study of Reading. 2013-07-10 - 2013-07-13. (Unpublished)

Cunningham, Anna; Shapiro, Laura; Witton, Caroline; Talcott, Joel; Rochelle, Kim and Burgess, Adrian 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)

Swoboda, Katarzyna; Shapiro, Laura; Witton, Caroline; Talcott, Joel; Rochelle, Kim and Burgess, Adrian Investigating phonological and auditory processing in Reception children at risk of reading difficulties. IN: 2nd meeting of the EARLI SIG Neuroscience and Education. Institute of Education, 2012-05-24 - 2012-05-26. (Unpublished)