Emily teaches across a suite of modules examining developmental psychology including an optional module entitled ‘Infancy’ which looks at the first two years of life.
Present research interests include the development of reading and related skills, the role of technology in education and the development of writing alongside other literacy skills.
Emily is currently engaged in a project looking at making the classroom more inclusive for our students alongside University of Exeter, York St John University and Aston University.
Emily is supervising a PhD student examining areas around the importance of play and another project exploring SEND barrier in the West Midlands.
Peer-reviewed publications
Hopkins, T, Harrison, E, Coyne-Umfreville, E., & Packer, M. (2022). The efficacy of early years whole-school intervention targeting receptive vocabulary: Experiences of teachers and SLT students on placement. Child Language Teaching and Therapy.
Williams, G. J., Larkin, R. F., Coyne-Umfreville, E., & Herbert, T. (2019). The effects of planning and handwriting style on quantity measures in secondary school children’s writing. Frontiers in Psychology, 10, 1143.
Petters, D and Coyne-Umfreville, E. (2017). Towards Modelling Adult Attachment Patterns as Control States. In Proceedings of the International Symposium on 'Computational Modelling of Emotion: Theory and Applications', AISB Convention 2017, Eds. D. Petters, D. Moffat, and J. Parthemore. (pp. 181-187). University of Bath: AISB Press.
Taylor, L., & Coyne, E. (2014). Teachers' Attitudes and Knowledge about Dyslexia: Are they affecting children with dyslexia? Dyslexia Review 25 (3), 20-23.
Coyne, E., Farrington-Flint, L., Underwood, J., & Stiller, J. (2012). Children’s Sensitivity to Rime Unit Frequency and their Early Word Reading Strategies. Journal of Research in Reading, 35 (4), 393-410.
Farrington-Flint, L., Coyne, E., Stiller, S., & Heath, E. (2008). Variability in Children’s Early Reading Strategies. Educational Psychology; 28, 643 – 661.
Reports
Underwood, J., Baguley, T., Banyard, P., Coyne, E., Farrington-Flint, L. and Selwood, I., (2007). Impact 2007: personalising learning with technology. Final report. British Educational Communication and Technology Agency, Coventry.
Book Chapters
Coyne, E., Brown, L., Thompson, C. (2015). Adolescence, Adulthood and Ageing. In P. Banyard, G. Dillon, C. Norman & B. Winder. Essential Psychology (pp. 347-363). Sage: London, UK.
