Emily teaches across a suite of modules examining developmental psychology including an optional module entitled 鈥業nfancy鈥� 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).听听Child Language Teaching and Therapy.
Williams, G. J., Larkin, R. F., Coyne-Umfreville, E., & Herbert, T. (2019).听听Frontiers in Psychology,听10, 1143.听
Petters, D and Coyne-Umfreville, E. (2017). 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.听
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). C. Journal of Research in Reading, 35 (4), 393-410.
Farrington-Flint, L., Coyne, E., Stiller, S., & Heath, E. (2008). . Educational Psychology; 28, 643 鈥� 661.
Reports
Underwood, J., Baguley, T., Banyard, P., Coyne, E., Farrington-Flint, L. and Selwood, I., (2007). . Final report. British Educational Communication and Technology Agency, Coventry.
Book Chapters
Coyne, E., Brown, L., Thompson, C. (2015). . In P. Banyard, G. Dillon, C. Norman & B. Winder. Essential Psychology (pp. 347-363). Sage: London, UK.听
