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Article

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.

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.; 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.

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.

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

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

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.

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

Book Section

Roberson, Debi; Davidoff, Jules; Davies, Ian R.L. and Shapiro, Laura R. 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. 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.