Dyson, H., Solity, J.E., Best, W. & Hulme, C. (2018). The Effectiveness of a Small Group Vocabulary Intervention Programme: Evidence from a Regression Discontinuity Design. International Journal of Language & Communication Disorders, Published online on 7th. June 2018).
Dyson, H., Best, W., Solity, J.E. & Hulme, C. (2017). Training Mispronunciation Correction and Word Meanings Improves Children’s Ability to Learn to Read Words.Scientific Studies of Reading. 21, 5, 392-407.
Darnell, C. A., Solity, J.E. & Wall, H. (2017). Decoding the Phonics Screening Check.British Educational Research Journal., 43, 3, 505-527.
Ward, J., Crawford, S. & Solity, J.E. (2017). Applying Assessment-Through-Teaching and Instructional Psychology: An alternative model of service delivery to raise attainments in primary schools.Educational and Child Psychology, 34, 1, 94-109.
Carroll, J.M., Solity, J.E. & Shapiro, L.R. (2016) Predicting Dyslexia Using Prereading Skills: The role of sensor-motor and cognitive abilities.Journal of Child Psychology and Psychiatry, 57, 750-58.
Shapiro, L., & Solity, J.E. (2016). Differing Effects of Two Synthetic Phonics Programmes on Early Reading Development.British Journal of Educational Psychology, 86, 2, 182-203.
Solity, J. E. (2015) The Rhetoric and Reality of Evidence-Based Practice and Teaching Reading: How to bridge the curriculum gap.Centre for Strategic Education, Occasional Paper 141, Melbourne, CSE.
Shapiro, L.R., Carroll, J.M. & Solity, J.E. (2013). Separating the Influences of Pre-reading Skills on Early Word and Non-word Reading.Journal of Experimental Child Psychology, 116, 2, 278-95.
Vousden, J.I., Ellefson, M.R., Solity, J.E., & Chater, N. (2011). Simplifying Reading: Applying the Simplicity Principle to Reading.Cognitive Science, 35, 34-78.
Solity, J.E. & Vousden, J. (2009) Real Books and Reading Schemes: A perspective from Instructional Psychology.Educational Psychology, 29, 4, 469-511.
Solity, J.E. (2008) A lesson in teaching.Human Givens, 15, 2, 36-39.
Solity, J.E. & Shapiro, L.R. (2008) Developing the Practice of Educational Psychologists Through Theory and Research.Educational and Child Psychology, 25, 3, 123-149.
Shapiro, L., & Solity, J.E. (2008). Delivering Phonological and Phonics Training Within Whole-Class Teaching.British Journal of Educational Psychology, 78, 4, 597-620.
Seabrook, R., Brown, G.D.A., & Solity, J.E. (2005) Distributed and Massed Practice: From laboratory to classroom.Applied Cognitive Psychology, 19, 107-122.
Solity, J.E. (2003) Teaching Phonics in Context: A Critique of the National Literacy Strategy.Playing with Sounds, London, DfES.
Solity, J.E. (2002) What Makes Writing Hard? A response to Stainthorp.The Psychology of Education Review, 26, 1, 17-21.
Solity, J.E. (2000) The Early Reading Research: Applying Psychology to Classroom Practice.Educational and Child Psychology, 17, 2, 46-65.
Solity, J.E., Deavers, R., Kerfoot, S., Crane, G. & Cannon, K. (2000) The Early Reading Research: The Impact of Instructional Psychology.Educational Psychology in Practice, 16, 2, 109-129.
Deavers, R., Solity, J.E. and Kerfoot, S. (2000) The Effect of Instruction on Early Nonword Reading Strategies.Journal of Research in Reading, 23, 3, 267-286.
Solity, J.E. (1999) Instructional Psychology and Dyslexia. British Psychological Society,Division of Educational and Child Psychology, Newsletter, 89, 15-23.
Solity, J.E. & Deavers, R. (1999) The Early Reading Research: Success for All?Special Children, 120, 1-8.
Solity, J.E., Deavers, R., Kerfoot, S., Crane, G. & Cannon, K. (1999) Raising Literacy Attainments in the Early Years: The Impact of Instructional Psychology. Educational Psychology, 19, 4, 373-395.
Solity, J.E., Deavers, R., Kerfoot, S., Crane, G. & Cannon, K. (1999) Early Reading Research: An Overview.British Psychological Society, Division of Educational and Child Psychology, Newsletter, 91, 7-16.
Solity, J. E., Deavers, R. and Kerfoot, S. (1999) ‘The Early Reading Research: Implications for Word Level Work Within the National Literacy Strategy’, Paper Prepared for an Invited Conference on: The Importance of Phonics in Learning to Read and Write, London, Ofsted.
Deavers, R. & Solity, J.E. (1998) The Role of Rime Units in Reading.Educational and Child Psychology, 15, 4, 6-15.
Solity, J.E. (1996) ‘Discrepancy Definitions of Dyslexia: An Assessment-through-teaching Perspective.’Educational Psychology in Practice, 12, 3, 141-151.