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ntegrating academic and behavioral evidence-based practices in tier 1.

Jessica Bourget, Tobey Duble Moore, Ashley Plumb, Chloe Melton, Michael D Coyne, Mara Power, Brandi M Simonsen-Gaines , (2024). ntegrating academic and behavioral evidence-based practices in tier 1.

Research Type: Journal Article

What do beginning special educators need to know about implementing intensive reading interventions for students with disabilities?

Michael D Coyne, Taylor Koriakin , (2017). What do beginning special educators need to know about implementing intensive reading interventions for students with disabilities?, Teaching Exceptional Children, vol. 49, pp. 239-248

Research Type: Journal Article

Vocabulary intervention for kindergarten students Comparing extended instruction to embedded instruction and incidental exposure

D Betsy McCoach, Michael Coyne, Sharon Kapp, Dorothy Mccoach , (2007). Vocabulary intervention for kindergarten students Comparing extended instruction to embedded instruction and incidental exposure, Learning Disability Quarterly

Research Type: Journal Article

Vocabulary Instruction Within a MultiTier Approach

Michael Coyne, Michael D Coyne, Susan M Loftus , (2013). Vocabulary Instruction Within a MultiTier Approach, vol. 29, Reading \and Writing Quarterly

Research Type: Journal Article

Using enrichment reading practices to increase reading fluency comprehension and attitudes

Dorothy Mccoach, Rebecca D Eckert, Michael Coyne, Michael Coyne, Sally Reis, Joan K Jacobs , (2008). Using enrichment reading practices to increase reading fluency comprehension and attitudes, vol. 101, The Journal of Educational Research

Research Type: Journal Article

Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency Comprehension and Attitude toward Reading An EvidenceBased Study

E Jean Gubbins, Dorothy Mccoach, Elizabeth Gubbins, Rebecca D Eckert, D Betsy McCoach, Michael Coyne, Michael Coyne , (2007). Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency Comprehension and Attitude toward Reading An EvidenceBased Study, vol. 108, The Elementary School Journal

Research Type: Journal Article

Using Assessment Data to Make a Difference in Vocabulary Outcomes

Sharon M Ware, Ashley Capozzoli-Oldham, Michael D Coyne, Maritherese Cuticelli , (2015). Using Assessment Data to Make a Difference in Vocabulary Outcomes, vol. 41, iss. 3, pp. 52, Perspectives on Language and Literacy

Research Type: Journal Article

Understanding and Implementing the Common Core Vocabulary Standards in Kindergarten

Dorothy E Mccoach, Doris Baker, Lana Santoro, Susan Ware, Michael D Coyne , (2015). Understanding and Implementing the Common Core Vocabulary Standards in Kindergarten, vol. 47, iss. 2, pp. 264-271, Teaching Exceptional Children

Research Type: Journal Article

Teaching beyond the intervention: the contribution of teacher language extensions to vocabulary learning in urban kindergarten classrooms

Sabina Neugebauer, Sharon M Ware, Dorothy E Mccoach, Michael D Coyne , (2017). Teaching beyond the intervention: the contribution of teacher language extensions to vocabulary learning in urban kindergarten classrooms, Reading and Writing, vol. 30, iss. 3, pp. 543-567, Springer Nature

Research Type: Journal Article

Replication of special education research: Necessary but far too rare

Michael D Coyne, Jennifer Freeman, Allison Lombardi, Brandi M Simonsen-Gaines, Matthew Makel, Jonathan Plucker , (2016). Replication of special education research: Necessary but far too rare, vol. 37, iss. 4, pp. 205-212, Remedial and Special Education

Research Type: Journal Article

Replication and Special Education

Bryan Cook, William Therrien, Michael D Coyne, Jason Travers , (2016). Replication and Special Education, Remedial & Special Education, vol. 37, pp. 195-204

Research Type: Journal Article

Replicating the Impact of a Supplemental Beginning Reading Intervention The Role of Instructional Context

Leslie Simmons, Michael D Coyne, Minjun Kim, D‚ÄôAnn Rawlinson, Mary Little, Michael Coyne, Deborah Simmons, Christina Civetelli, Shanna Hagan-Burke, Oi-man Kwok , (2013). Replicating the Impact of a Supplemental Beginning Reading Intervention The Role of Instructional Context, vol. 6, Journal of Research on Educational Effectiveness

Research Type: Journal Article

Recommendations for replication research in special education: A framework of systematic, conceptual replications

Bryan Cook, William Therrien, Michael D Coyne , (2016). Recommendations for replication research in special education: A framework of systematic, conceptual replications, Remedial & Special Education, vol. 37, pp. 244-253

Research Type: Journal Article

Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention

Michael D Coyne, Dorothy E Mccoach, Doris L. Baker, Sharon M Ware, Christy R. Austin, Susan M. Loftus-Rattan , (2018). Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention, Exceptional Children

Research Type: Journal Article

Promoting word consciousness to close the vocabulary gap in young word learners

Perla B. Gámez, Sabina Rak Neugebauer, D. Betsy McCoach, Ingrid T. Cólon, Michael D Coyne, Sharon M Ware , (2017). Promoting word consciousness to close the vocabulary gap in young word learners, Elementary School Journal, vol. 118, iss. 1, pp. 28-54

Research Type: Journal Article

Problem behaviors and kindergarten reading outcomes: An examination of differential relations and interactions with explicit, code-based reading intervention.

Oiman Kwok, Shanna Hagan-Burke, Deborah Simmons, Caitlin Johnson, Michael D Coyne , (2011). Problem behaviors and kindergarten reading outcomes: An examination of differential relations and interactions with explicit, code-based reading intervention., Journal of Special Education

Research Type: Journal Article

Predictors of at-risk kindergarteners' later reading difficulty: Examining learner-by-intervention interactions

Michael D Coyne , (2014). Predictors of at-risk kindergarteners' later reading difficulty: Examining learner-by-intervention interactions, vol. 27, iss. 3, pp. 451-479, Reading and Writing: An Interdisciplinary Journal

Research Type: Journal Article

Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty

Eric L. Oslund, Aaron B. Taylor, Nathan H. Clemens, Michael D Coyne, Deborah C. Simmons, Leslie E. Simmons, Oi Man Kwok, Shanna Hagan-Burke , (2017). Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty, Journal of Learning Disabilities, vol. 50, iss. 6, pp. 712-723

Research Type: Journal Article

Predicting kindergarteners’ response to early reading intervention: An examination of progress-monitoring measures.

Eric Oslund, Caitlin Johnson, Shanna Hagan-Burke, Deborah Simmons, Oiman Kwok, Leslie Simmons, Aaron Taylor, Michael D Coyne , (2012). Predicting kindergarteners’ response to early reading intervention: An examination of progress-monitoring measures., Reading Psychology

Research Type: Journal Article

Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers.

Dorothy E Mccoach, Neugebauer Sabina, Perla Gamez, Michael D Coyne , (2017). Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers., Early Childhood Research Quarterly, vol. 30, pp. 25-37

Research Type: Journal Article

Investigating the collateral effects of behavior management on early literacy skills

Nicholas A Gage, Debra Prykanowski, Michael D Coyne, Ashley S MacSuga-Gage, Terrance M Scott , (2015). Investigating the collateral effects of behavior management on early literacy skills, vol. 38, iss. 4, pp. 523–540, Education and Treatment of Children

Research Type: Journal Article

Integrating academic and behavioral evidence-based practices in tier 1

Jessica Bourget, Ashley Plumb, Tobey Duble Moore, Mara Power, Michael D Coyne, Chloe Melton, Brandi M Simonsen-Gaines , (2024). Integrating academic and behavioral evidence-based practices in tier 1, Intervention in School and Clinic

Research Type: Journal Article

Integrated intensive intervention: Academic and behavioral support in tier 3.

Michael D Coyne, Ashley Plumb, Mara Power, Tobey Duble Moore, Jessica Bourget, Chloe Melton, Brandi M Simonsen-Gaines , (2024). Integrated intensive intervention: Academic and behavioral support in tier 3.

Research Type: Journal Article

Improving Vocabulary Skills of Kindergarten Students through a multi-tier approach

Ashley Oldham, Sharon M Ware, Michael D Coyne, Maritherese Cuticelli , (2015). Improving Vocabulary Skills of Kindergarten Students through a multi-tier approach

Research Type: Journal Article

Identifying atrisk students for early reading intervention Challenges and possible solutions

Athena Lentini McAlenney, Michael D Coyne, Michael Coyne , (2011). Identifying atrisk students for early reading intervention Challenges and possible solutions, vol. 27, Reading \and Writing Quarterly

Research Type: Journal Article

INCREASING THE QUALITY OF TIER 1 READING INSTRUCTION: USING PERFORMANCE FEEDBACK TO INCREASE OPPORTUNITIES TO RESPOND DURING IMPLEMENTATION OF A CORE READING PROGRAM

Mari Cuticelli, Melissa Collier-Meek, Michael D Coyne , (2016). INCREASING THE QUALITY OF TIER 1 READING INSTRUCTION: USING PERFORMANCE FEEDBACK TO INCREASE OPPORTUNITIES TO RESPOND DURING IMPLEMENTATION OF A CORE READING PROGRAM, vol. 53, iss. 1, pp. 89–105, Psychology in the Schools

Research Type: Journal Article

Exploring an ecological model of perceived usability within a multi-tiered vocabulary intervention

Sandra M Chafouleas, Michael D Coyne, Amy Briesch, Sabina Neugebauer, Dorothy E Mccoach , (2016). Exploring an ecological model of perceived usability within a multi-tiered vocabulary intervention, vol. 55, iss. 3, pp. 155-171, Assessment for Effective Intervention

Research Type: Journal Article

Examining the effects of linking student performance and progression in a tier 2 kindergarten reading intervention.

O M Kwok, M E Little, Michael D Coyne, D C Simmons, E Oslund, Myoungil Kim, D Rawlinson, M Fogarty, L E Simmons, S Hagan-Burke , (2015). Examining the effects of linking student performance and progression in a tier 2 kindergarten reading intervention., vol. 48, iss. 3, pp. 255-70, Journal of learning disabilities

Research Type: Journal Article

Evaluating the effects of supplemental reading intervention within an MTSS or RTI reading reform initiative using a regression discontinuity design

Darci Burns, Taylor Koriakin, Shaun M Dougherty, Ashley Oldham, Michael D Coyne, Kaitlin Leonard, Margie Gillis, Nicholas A. Gage , (2018). Evaluating the effects of supplemental reading intervention within an MTSS or RTI reading reform initiative using a regression discontinuity design, Exceptional Children, vol. 84, iss. 4, pp. 350-367

Research Type: Journal Article

Evaluating the Impact of Supplemental Reading Intervention within an MTSS or RTI Reading Reform Initiative Using a Regression Discontinuity Design

Taylor Koriakin, Ashley Oldham, Kaitlyn Leonard, Shaun M Dougherty, Michael D Coyne Evaluating the Impact of Supplemental Reading Intervention within an MTSS or RTI Reading Reform Initiative Using a Regression Discontinuity Design

Research Type: Journal Article

Enhancing vocabulary intervention for kindergarten students Strategic integration of semantically related and embedded word review

Michael Coyne, D Betsy McCoach, Dorothy Mccoach, Richard P Zipoli , (2011). Enhancing vocabulary intervention for kindergarten students Strategic integration of semantically related and embedded word review, vol. 32, Remedial and Special Education

Research Type: Journal Article

English-language Learners and English-only Learners’ Response to Direct Vocabulary Instruction.

Dorothy E Mccoach, Yvel Crevecoeur, Michael D Coyne , (2014). English-language Learners and English-only Learners’ Response to Direct Vocabulary Instruction., vol. 30, pp. 51-58, Reading & Writing Quarterly

Research Type: Journal Article

Effects of a supplemental vocabulary intervention on the word knowledge of kindergarten students at risk for language and literacy difficulties

Paige C Pullen, Dorothy Mccoach, Susan M Loftus, Michael Coyne, D Betsy McCoach, Richard Zipoli , (2010). Effects of a supplemental vocabulary intervention on the word knowledge of kindergarten students at risk for language and literacy difficulties, vol. 25, Learning Disabilities Research \and Practice

Research Type: Journal Article

Effects and interactions of student, teacher, and setting variables on reading outcomes for kindergarteners receiving supplemental reading instruction

Michael D Coyne , (2013). Effects and interactions of student, teacher, and setting variables on reading outcomes for kindergarteners receiving supplemental reading instruction, Journal of Learning Disabilities

Research Type: Journal Article

Direct vocabulary instruction in kindergarten Teaching for breadth versus depth

D Betsy McCoach, Richard Zipoli Jr, Michael Coyne, Dorothy Mccoach, Susan Loftus, Sharon Kapp , (2009). Direct vocabulary instruction in kindergarten Teaching for breadth versus depth, vol. 110, The Elementary School Journal

Research Type: Journal Article

Direct and extended vocabulary instruction in kindergarten Investigating transfer effects

D Betsy McCoach, Susan Loftus, Sharon Kapp, Maureen Ruby, Maureen Ruby, Dorothy Mccoach, Michael Coyne, Richard Zipoli Jr , (2010). Direct and extended vocabulary instruction in kindergarten Investigating transfer effects, vol. 3, Journal of Research on Educational Effectiveness

Research Type: Journal Article

Direct Vocabulary Instruction in Preschool: A Comparison of Extended Instruction, Embedded Instruction, and Incidental Exposure

Susan M Loftus-Rattan, Michael D Coyne, Alison M Mitchell , (2016). Direct Vocabulary Instruction in Preschool: A Comparison of Extended Instruction, Embedded Instruction, and Incidental Exposure, vol. 116, iss. 3, pp. 391–410, The Elementary School Journal

Research Type: Journal Article

Delving into the details: Implementing multitiered K–3 reading supports in high-priority schools.

Ashley Oldham, Nicholas Gage, Kaitlin Leonard, Darci Burns, Michael D Coyne , (2016). Delving into the details: Implementing multitiered K–3 reading supports in high-priority schools., New Directions for Child and Adolescent Development, vol. 154, pp. 67–85.

Research Type: Journal Article

Cooperating initiatives: Supporting behavioral and academic improvement through a systems approach

Michael Faggella-Luby, Michael D Coyne, Brandi M Simonsen-Gaines , (2008). Cooperating initiatives: Supporting behavioral and academic improvement through a systems approach, vol. 40, iss. 6, pp. 54–59, Teaching Exceptional Children

Research Type: Journal Article

Can curriculum-embedded measures predict the later reading achievement of kindergarteners at risk of reading disability

Michael D Coyne, Leslie Simmons, Aaron Taylor, Deborah Simmons, Shanna Hagen-Burke, Oi-man Kwok, Eric Oslund , (2015). Can curriculum-embedded measures predict the later reading achievement of kindergarteners at risk of reading disability, vol. 38, pp. 14-Mar, Learning Disability Quarterly

Research Type: Journal Article

Adjusting beginning reading intervention based on student performance: An experimental evaluation

Leslie Simmons, Hagan-Burke Shanna, Little Mary, Kim Minjung, Rawlinson DeAnn, Deborah Simmons, Fogarty Melissa, Oslund Eric, Taylor Aaron, Ware Sharon, Michael D Coyne, Kwok Oiman, Oldham Ashley , (2013). Adjusting beginning reading intervention based on student performance: An experimental evaluation, vol. 80, pp. 25-44, Exceptional Children

Research Type: Journal Article

Addressing false positives in early reading assessment using intervention response data

Athena Lentini McAlenney, Michael D Coyne , (2015). Addressing false positives in early reading assessment using intervention response data, vol. 38, iss. 1, pp. 53-65, Learning Disabilities Quarterly

Research Type: Journal Article

A schoolwide model for service delivery: Redefining special educators as interventionists

Joseph W Madaus, Barbara A Rhein, Brandi M Simonsen-Gaines, George M Sugai, Stan Shaw, Michael D Coyne, Michael Alfano, Michael Faggella-Luby , (2010). A schoolwide model for service delivery: Redefining special educators as interventionists, vol. 31, iss. 1, pp. 17–23, Remedial and Special Education

Research Type: Journal Article

A Schoolwide Model for Service Delivery Redefining Special Educators as Interventionists

George Sugai, Joseph W Madaus, Michael Coyne, Joseph Madaus, Michael Faggella-Luby, Michael Alfano, Michael D Coyne, Stan Shaw, Brandi Simonsen , (2010). A Schoolwide Model for Service Delivery Redefining Special Educators as Interventionists, vol. 31, Remedial and Special Education

Research Type: Journal Article

A Revised Embedded Planning Tool for Tier Three Reading Instruction

Allison Lombardi, Devin M Kearns, Yan Wei, Jennifer Freeman, Michael D Coyne, Brandi M Simonsen-Gaines, Michael Fagella-Luby , (2017). A Revised Embedded Planning Tool for Tier Three Reading Instruction, Learning Disabilities: A Multidisciplinary Journal, vol. 22, iss. 3, pp. 50-62

Research Type: Journal Article

A Comparison of Responsive Interventions on Kindergarteners Early Reading Achievement

Oi-man Kwok, Melissa Fogarty, Shanna Hagan-Burke, Eric Oslund, Minjung Kim, Mary E Little, Michael D Coyne, Michael Coyne, Deborah C Simmons, D Rawlinson, Leslie E Simmons , (2012). A Comparison of Responsive Interventions on Kindergarteners Early Reading Achievement, vol. 27, Learning Disabilities Research \and Practice

Research Type: Journal Article

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