Michael D. Coyne

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