Michael D. Coyne

Michael D. Coyne publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Michael D. Coyne sits on this spectrum.

Michael D. Coyne D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Michael D. Coyne sits on this spectrum.

Best Publications

• Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education:

  Russell Gersten;Lynn S. Fuchs;Donald Compton;Michael Coyne

  1459
  Citations

• VOCABULARY INTERVENTION FOR KINDERGARTEN STUDENTS: COMPARING EXTENDED INSTRUCTION TO EMBEDDED INSTRUCTION AND INCIDENTAL EXPOSURE

  Michael D. Coyne;D. Betsy McCoach;Sharon Kapp

  474
  Citations

• Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects

  Michael D. Coyne;Deborah C. Simmons;Edward J. Kame'enui;Michael Stoolmiller

  454
  Citations

• Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth

  Michael D. Coyne;D. Betsy McCoach;Susan Loftus;Richard Zipoli

  343
  Citations

• Indexing Response to Intervention A Longitudinal Study of Reading Risk From Kindergarten Through Third Grade

  Deborah C. Simmons;Michael D. Coyne;Oi-man Kwok;Sarah McDonagh

  308
  Citations

• Beginning Reading Intervention as Inoculation or Insulin First-Grade Reading Performance of Strong Responders to Kindergarten Intervention

  Michael D. Coyne;Edward J. Kame'enui;Deborah C. Simmons;Beth A. Harn

  244
  Citations

• Prevention and Intervention in Beginning Reading: Two Complex Systems

  Michael D. Coyne;Edward J. Kame'enui;Deborah C. Simmons

  220
  Citations

• Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008.

  Barbara Foorman;Nicholas Beyler;Kelley Borradaile;Michael Coyne

  193
  Citations

• Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence‐Based Study

  Sally M. Reis;D. Betsy McCoach;Michael Coyne;Frederic J. Schreiber

  185
  Citations

• Using Enrichment Reading Practices to Increase Reading Fluency, Comprehension, and Attitudes

  Sally M. Reis;Rebecca D. Eckert;D. Betsy McCoach;Joan K. Jacobs

  181
  Citations

• Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects

  Michael D. Coyne;D. Betsy McCoach;Susan Loftus;Richard Zipoli

  171
  Citations

• Promoting beginning reading success through meaningful assessment of early literacy skills

  Michael D. Coyne;Beth A. Harn

  168
  Citations

• Attributes of Effective and Efficient Kindergarten Reading Intervention An Examination of Instructional Time and Design Specificity

  Deborah C. Simmons;Edward J. Kame'enui;Beth Harn;Michael D. Coyne

  161
  Citations

• A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability.

  Paige C. Pullen;Elizabeth D. Tuckwiller;Timothy R. Konold;Katrina L. Maynard

  149
  Citations

• Recommendations for Replication Research in Special Education A Framework of Systematic, Conceptual Replications

  Michael D. Coyne;Bryan G. Cook;William J. Therrien

  147
  Citations

• Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties.

  Susan M. Loftus;Michael D. Coyne;D. Betsy McCoach;Richard Zipoli

  142
  Citations

• First-Year Teacher Knowledge of Phonemic Awareness and Its Instruction

  Elaine A. Cheesman;Joan M. McGuire;Donald Shankweiler;Michael Coyne

  139
  Citations

• Replication Research and Special Education

  Jason C. Travers;Bryan G. Cook;William J. Therrien;Michael D. Coyne

  138
  Citations

• Replication of Special Education Research Necessary but Far Too Rare

  Matthew C. Makel;Jonathan A. Plucker;Jennifer Freeman;Allison Lombardi

  115
  Citations

• Teaching Vocabulary to First-Grade Students Through Repeated Shared Storybook Reading: A Comparison of Rich and Basic Instruction to Incidental Exposure

  Katrina L. Maynard;Paige C. Pullen;Michael D. Coyne

  111
  Citations