| Year |
Citation |
Score |
| 2020 |
Fogarty M, Coyne MD, Simmons LE, Simmons DC, Henri M, Kwok O, Ware SM, Dalton K, Williams KA, Wang H. Effects of Technology-Mediated Vocabulary Intervention for Third-Grade Students with Reading Difficulties Journal of Research On Educational Effectiveness. 13: 271-297. DOI: 10.1080/19345747.2019.1698086 |
0.565 |
|
| 2019 |
Leonard KM, Coyne MD, Oldham AC, Burns D, Gillis MB. Implementing MTSS in Beginning Reading: Tools and Systems to Support Schools and Teachers Learning Disabilities Research & Practice. 34: 110-117. DOI: 10.1111/Ldrp.12192 |
0.437 |
|
| 2019 |
Neugebauer S, Sandilos L, Coyne M, McCoach DB, Ware S. Highly Potent and Vastly Conditional Instructional Practices: Variations in Use and Utility of Language Interactions for Kindergarten Early Education and Development. 31: 541-560. DOI: 10.1080/10409289.2019.1686928 |
0.361 |
|
| 2018 |
Coyne MD, McCoach DB, Ware S, Austin CR, Loftus-Rattan SM, Baker DL. Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention Exceptional Children. 85: 163-179. DOI: 10.1177/0014402918789162 |
0.596 |
|
| 2018 |
Coyne MD, Oldham A, Dougherty SM, Leonard K, Koriakin T, Gage NA, Burns D, Gillis M. Evaluating the Effects of Supplemental Reading Intervention Within an MTSS or RTI Reading Reform Initiative Using a Regression Discontinuity Design Exceptional Children. 84: 350-367. DOI: 10.1177/0014402918772791 |
0.585 |
|
| 2017 |
Wei Y, Lombardi A, Simonsen B, Coyne M, Faggella-Luby M, Freeman J, Kearns D. A Revised Embedded Planning Tool for Intensive Reading Instruction Learning Disabilities: a Multidisciplinary Journal. 22: 50-63. DOI: 10.18666/Ldmj-2017-V22-I2-8274 |
0.452 |
|
| 2017 |
Coyne MD, Koriakin TA. What Do Beginning Special Educators Need to Know About Intensive Reading Interventions? Teaching Exceptional Children. 49: 239-248. DOI: 10.1177/0040059916688648 |
0.437 |
|
| 2017 |
Neugebauer SR, Gámez PB, Coyne MD, Cólon IT, McCoach DB, Ware S. Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners The Elementary School Journal. 118: 28-54. DOI: 10.1086/692986 |
0.54 |
|
| 2017 |
Gámez PB, Neugebauer SR, Coyne MD, McCoach DB, Ware S. Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers Early Childhood Research Quarterly. 40: 25-37. DOI: 10.1016/J.Ecresq.2017.01.003 |
0.406 |
|
| 2016 |
Coyne MD, Oldham A, Leonard K, Burns D, Gage N. Delving Into the Details: Implementing Multitiered K-3 Reading Supports in High-Priority Schools. New Directions For Child and Adolescent Development. 2016: 67-85. PMID 27922222 DOI: 10.1002/Cad.20175 |
0.655 |
|
| 2016 |
Oslund EL, Hagan-Burke S, Simmons DC, Clemens NH, Simmons LE, Taylor AB, Kwok OM, Coyne MD. Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty. Journal of Learning Disabilities. PMID 27553037 DOI: 10.1177/0022219416664866 |
0.503 |
|
| 2016 |
Neugebauer SR, Chafouleas SM, Coyne MD, McCoach DB, Briesch AM. Exploring an Ecological Model of Perceived Usability Within a Multi-Tiered Vocabulary Intervention Assessment For Effective Intervention. 41: 155-171. DOI: 10.1177/1534508415619732 |
0.607 |
|
| 2016 |
Coyne MD, Cook BG, Therrien WJ. Recommendations for Replication Research in Special Education: A Framework of Systematic, Conceptual Replications Remedial and Special Education. 37: 244-253. DOI: 10.1177/0741932516648463 |
0.346 |
|
| 2016 |
Travers JC, Cook BG, Therrien WJ, Coyne MD. Replication Research and Special Education Remedial and Special Education. 37: 195-204. DOI: 10.1177/0741932516648462 |
0.352 |
|
| 2016 |
Loftus-Rattan SM, Mitchell AM, Coyne MD. Direct vocabulary instruction in preschool: A comparison of extended instruction, embedded instruction, and incidental exposure Elementary School Journal. 116: 391-410. DOI: 10.1086/684828 |
0.498 |
|
| 2016 |
Neugebauer S, Coyne M, McCoach B, Ware S. Teaching beyond the intervention: the contribution of teacher language extensions to vocabulary learning in urban kindergarten classrooms Reading and Writing. 30: 543-567. DOI: 10.1007/S11145-016-9689-X |
0.571 |
|
| 2016 |
Cuticelli M, Collier-Meek M, Coyne M. Increasing the quality of tier 1 reading instruction: Using performance feedback to increase opportunities to respond during implementation of a core reading program Psychology in the Schools. 53: 89-105. DOI: 10.1002/Pits.21884 |
0.593 |
|
| 2015 |
Simmons DC, Kim M, Kwok OM, Coyne MD, Simmons LE, Oslund E, Fogarty M, Hagan-Burke S, Little ME, Rawlinson D. Examining the effects of linking student performance and progression in a tier 2 kindergarten reading intervention. Journal of Learning Disabilities. 48: 255-70. PMID 23907163 DOI: 10.1177/0022219413497097 |
0.574 |
|
| 2015 |
Gage NA, MacSuga-Gage AS, Prykanowski D, Coyne M, Scott TM. Investigating the collateral effects of behavior management on early literacy skills Education and Treatment of Children. 38: 523-540. DOI: 10.1353/Etc.2015.0018 |
0.5 |
|
| 2015 |
Cuticelli M, Coyne MD, Ware SM, Oldham A, Loftus Rattan S. Improving Vocabulary Skills of Kindergarten Students Through a Multi-Tier Instructional Approach Intervention in School and Clinic. 50: 150-156. DOI: 10.1177/1053451214542041 |
0.638 |
|
| 2015 |
Oslund EL, Simmons DC, Hagan-Burke S, Kwok OM, Simmons LE, Taylor AB, Coyne MD. Can curriculum-embedded measures predict the later reading achievement of kindergarteners at risk of reading disability? Learning Disability Quarterly. 38: 3-14. DOI: 10.1177/0731948714524752 |
0.518 |
|
| 2015 |
McAlenney AL, Coyne MD. Addressing false positives in early reading assessment using intervention response data Learning Disability Quarterly. 38: 53-65. DOI: 10.1177/0731948713514057 |
0.58 |
|
| 2014 |
Crevecoeur YC, Coyne MD, McCoach DB. English Language Learners and English-Only Learners' Response to Direct Vocabulary Instruction Reading and Writing Quarterly. 30: 51-78. DOI: 10.1080/10573569.2013.758943 |
0.43 |
|
| 2014 |
Simmons DC, Taylor AB, Oslund EL, Simmons LE, Coyne MD, Little ME, Rawlinson DM, Hagan-Burke S, Kwok Om, Kim M. Predictors of at-risk kindergarteners' later reading difficulty: Examining learner-by-intervention interactions Reading and Writing. 27: 451-479. DOI: 10.1007/S11145-013-9452-5 |
0.56 |
|
| 2013 |
Hagan-Burke S, Coyne MD, Kwok OM, Simmons DC, Kim M, Simmons LE, Skidmore ST, Hernandez CL, McSparran Ruby M. The effects and interactions of student, teacher, and setting variables on reading outcomes for kindergartners receiving supplemental reading intervention. Journal of Learning Disabilities. 46: 260-77. PMID 21940462 DOI: 10.1177/0022219411420571 |
0.538 |
|
| 2013 |
Coyne MD, Simmons DC, Hagan-Burke S, Simmons LE, Kwok O, Kim M, Fogarty M, Oslund EL, Taylor AB, Capozzoli-Oldham A, Ware S, Little ME, Rawlinson DM. Adjusting Beginning Reading Intervention Based on Student Performance: An Experimental Evaluation Exceptional Children. 80: 25-44. DOI: 10.1177/001440291308000101 |
0.581 |
|
| 2013 |
Coyne MD, Little M, Rawlinson D, Simmons D, Kwok OM, Kim M, Simmons L, Hagan-Burke S, Civetelli C. Replicating the Impact of a Supplemental Beginning Reading Intervention: The Role of Instructional Context Journal of Research On Educational Effectiveness. 6: 1-23. DOI: 10.1080/19345747.2012.706694 |
0.61 |
|
| 2013 |
Loftus SM, Coyne MD. Vocabulary Instruction Within a Multi-Tier Approach Reading and Writing Quarterly. 29: 4-19. DOI: 10.1080/10573569.2013.741942 |
0.595 |
|
| 2012 |
Little ME, Rawlinson D, Simmons DC, Kim M, Kwok OM, Hagan-Burke S, Simmons LE, Fogarty M, Oslund E, Coyne MD. A comparison of responsive interventions on kindergarteners' early reading achievement Learning Disabilities Research and Practice. 27: 189-202. DOI: 10.1111/J.1540-5826.2012.00366.X |
0.54 |
|
| 2012 |
Oslund EL, Hagan-Burke S, Taylor AB, Simmons DC, Simmons L, Kwok OM, Johnson C, Coyne MD. Predicting Kindergarteners' Response to Early Reading Intervention: An Examination of Progress-Monitoring Measures Reading Psychology. 33: 78-103. DOI: 10.1080/02702711.2012.630611 |
0.575 |
|
| 2011 |
Zipoli RP, Coyne MD, McCoach DB. Enhancing vocabulary intervention for kindergarten students: Strategic integration of semantically related and embedded word review Remedial and Special Education. 32: 131-143. DOI: 10.1177/0741932510361262 |
0.475 |
|
| 2011 |
Hagan-Burke S, Kwok OM, Zou Y, Johnson C, Simmons D, Coyne MD. An examination of problem behaviors and reading outcomes in kindergarten students Journal of Special Education. 45: 131-148. DOI: 10.1177/0022466909359425 |
0.535 |
|
| 2011 |
Simmons DC, Coyne MD, Hagan-Burke S, Kwok O, Simmons L, Johnson C, Zou Y, Taylor AB, Mcalenney AL, Ruby M, Crevecoeur YC. Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners' Response: Exceptional Children. 77: 207-228. DOI: 10.1177/001440291107700204 |
0.627 |
|
| 2011 |
McAlenney AL, Coyne MD. Identifying at-risk students for early reading intervention: Challenges and possible solutions Reading and Writing Quarterly. 27: 306-323. DOI: 10.1080/10573569.2011.596100 |
0.554 |
|
| 2011 |
Simmons DC, Coyne MD, Hagan-Burke S, Kwok OM, Johnson C, Zuo Y, Taylor AB, McAlenney AL, Ruby M, Crevecoeur YC. Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners' response Exceptional Children. 77: 207-228. |
0.386 |
|
| 2010 |
Tuckwiller ED, Pullen PC, Coyne MD. The Use of the Regression Discontinuity Design in Tiered Intervention Research: A Pilot Study Exploring Vocabulary Instruction for At-Risk Kindergarteners Learning Disabilities Research & Practice. 25: 137-150. DOI: 10.1111/J.1540-5826.2010.00311.X |
0.575 |
|
| 2010 |
Loftus SM, Coyne MD, McCoach DB, Zipoli R, Pullen PC. Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students At Risk for Language and Literacy Difficulties Learning Disabilities Research & Practice. 25: 124-136. DOI: 10.1111/J.1540-5826.2010.00310.X |
0.656 |
|
| 2010 |
Pullen PC, Tuckwiller ED, Konold TR, Maynard KL, Coyne MD. A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability Learning Disabilities Research & Practice. 25: 110-123. DOI: 10.1111/J.1540-5826.2010.00309.X |
0.696 |
|
| 2010 |
Maynard KL, Pullen PC, Coyne MD. Teaching vocabulary to first-grade students through repeated shared storybook reading: A comparison of rich and basic instruction to incidental exposure Literacy Research and Instruction. 49: 209-242. DOI: 10.1080/19388070902943245 |
0.656 |
|
| 2010 |
Coyne MD, Betsy McCoach D, Loftus S, Zipoli R, Ruby M, Crevecoeur YC, Kapp S. Direct and extended vocabulary instruction in Kindergarten: Investigating transfer effects Journal of Research On Educational Effectiveness. 3: 93-120. DOI: 10.1080/19345741003592410 |
0.611 |
|
| 2009 |
Cheesman EA, McGuire JM, Shankweiler D, Coyne M. First-Year Teacher Knowledge of Phonemic Awareness and Its Instruction Teacher Education and Special Education: the Journal of the Teacher Education Division of the Council For Exceptional Children. 32: 270-289. DOI: 10.1177/0888406409339685 |
0.371 |
|
| 2009 |
Coyne MD, McCoach DB, Loftus S, Zipoli R, Kapp S. Direct vocabulary instruction in kindergarten: Teaching for breadth versus depth Elementary School Journal. 110: 1-18. DOI: 10.1086/598840 |
0.525 |
|
| 2009 |
Coyne MD, Zipoli RP, Chard DJ, Faggella-Luby M, Ruby M, Santoro LE, Baker S. Direct instruction of comprehension: Instructional examples from intervention research on listening and reading comprehension Reading and Writing Quarterly. 25: 221-245. DOI: 10.1080/10573560802683697 |
0.619 |
|
| 2008 |
Simmons DC, Coyne MD, Kwok OM, McDonagh S, Ham BA, Kame'enui EJ. Indexing response to intervention: a longitudinal study of reading risk from kindergarten through third grade. Journal of Learning Disabilities. 41: 158-73. PMID 18354935 DOI: 10.1177/0022219407313587 |
0.795 |
|
| 2008 |
Reis SM, Eckert RD, McCoach DB, Jacobs JK, Coyne M. Using enrichment reading practices to increase reading fluency, comprehension, and attitudes Journal of Educational Research. 101: 299-314. DOI: 10.3200/Joer.101.5.299-315 |
0.546 |
|
| 2008 |
Simonsen B, Shaw SF, Faggella-Luby M, Sugai G, Coyne MD, Rhein B, Madaus JW, Alfano M. A Schoolwide Model for Service Delivery Remedial and Special Education. 31: 17-23. DOI: 10.1177/0741932508324396 |
0.4 |
|
| 2007 |
Simmons DC, Kame'enui EJ, Harn B, Coyne MD, Stoolmiller M, Santoro LE, Smith SB, Beck CT, Kaufman NK. Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificity. Journal of Learning Disabilities. 40: 331-47. PMID 17713132 DOI: 10.1177/00222194070400040401 |
0.787 |
|
| 2007 |
Coyne MD, McCoach DB, Kapp S. Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure Learning Disability Quarterly. 30: 74-88. DOI: 10.2307/30035543 |
0.628 |
|
| 2007 |
Reis SM, McCoach DB, Coyne M, Schreiber FJ, Eckert RD, Gubbins EJ. Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: An evidence-based study Elementary School Journal. 108: 3-23. DOI: 10.1086/522383 |
0.6 |
|
| 2006 |
Coyne MD, Zipoli RP, Ruby MF. Beginning reading instruction for students at risk for reading disabilities: What, how, and when Intervention in School and Clinic. 41: 161-168. DOI: 10.1177/10534512060410030601 |
0.621 |
|
| 2006 |
Santoro LE, Coyne MD, Simmons DC. The Reading-Spelling Connection: Developing and Evaluating a Beginning Spelling Intervention for Children at Risk of Reading Disability Learning Disabilities Research and Practice. 21: 122-133. DOI: 10.1111/J.1540-5826.2006.00212.X |
0.587 |
|
| 2006 |
Coyne MD, Harn BA. Promoting beginning reading success through meaningful assessment of early literacy skills Psychology in the Schools. 43: 33-43. DOI: 10.1002/Pits.20127 |
0.562 |
|
| 2004 |
Coyne MD, Kame'enui EJ, Simmons DC. Improving beginning reading instruction and intervention for students with LD: reconciling "all" with "each". Journal of Learning Disabilities. 37: 231-9. PMID 15495663 DOI: 10.1177/00222194040370030801 |
0.789 |
|
| 2004 |
Coyne MD, Kame'enui EJ, Simmons DC, Harn BA. Beginning reading intervention as inoculation or insulin: first-grade reading performance of strong responders to kindergarten intervention. Journal of Learning Disabilities. 37: 90-104. PMID 15493232 DOI: 10.1177/00222194040370020101 |
0.8 |
|
| 2004 |
Coyne MD, Simmons DC, Kame'enui EJ, Stoolmiller M. Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects Exceptionality. 12: 145-162. DOI: 10.1207/S15327035Ex1203_3 |
0.808 |
|
| 2001 |
Coyne MD, Kame'enui EJ, Simmons DC. Prevention and Intervention in Beginning Reading: Two Complex Systems Learning Disabilities Research and Practice. 16: 62-73. DOI: 10.1111/0938-8982.00008 |
0.793 |
|
| 2000 |
Kame'enui EJ, Simmons DC, Coyne MD. Schools as host environments: toward a schoolwide reading improvement model. Annals of Dyslexia. 50: 31-51. PMID 20563779 DOI: 10.1007/S11881-000-0016-4 |
0.762 |
|
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