Dr Emily Coyne-Umfreville

• Developmental and Educational Psychology
• Literacy development
• Postnatal Depression and the use of Social Media
• The use of ICT in education
• Developmental disorders (such as SLI and dyslexia)
• Child development (infancy – adolescence)

• PhD Psychology, Nottingham Trent University
• PGCHE (teaching qualification), Nottingham Trent University
• MSc Psychology, Nottingham Trent University
• BA (Hons) Geography and Archaeology/Ancient History, University of Birmingham

• Member of the British Psychological Society
• Fellow of the Higher Education Academy

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 examining the use of Word Aware as an intervention in schools to boost vocabulary alongside Dr Emily Harrison (BLSS) and Dr Tom Hopkins (HELS).

Emily is supervising a PhD student looking at Postnatal Depression and the impact of Social Media. The study uses a mixed-methods approach to examine social media use in parents (both mothers and fathers) in the postnatal period with the aim to understand better how social media is used as well as identifying how these platforms could be used to reach out and provide help for parents in crisis.

Journals

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.

Report

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 Chapter

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.