Charles Haynes, EdD, CCC-SLP
Charles Haynes, EdD, CCC-SLP, is Professor for the Department of Communication Sciences and Disorders in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions. Dr. Haynes teaches courses in spoken and written language disorders and in language, culture and cognition for the Master of Science in Speech-Language Pathology program and the Certificate of Advanced Study (CAS) Program for Reading Specialists. In addition, he conducts research, mentors thesis students, supervises graduate students in the Institute's Speech-Language and Literacy Center, and is an Associate of the Hanson Initiative for Language and Literacy (HILL).
In June 2013 Dr. Haynes was inducted into the International Academy of Researchers in Learning Disabilities, and in 2012 received the Nancy T. Watts Award for Excellence in Teaching – the highest prize given to a faculty member at the MGH Institute. He was inducted into the International Dyslexia Association’s Hall of Honor in 2009 and received IDA's Margaret Rawson Lifetime Achievement Award in 2014.
Dr. Haynes served as a teacher, Research Coordinator and Director of Speech-Language Services at the Landmark School from 1979-1991, where he and colleagues developed one of the nation's first language-based curricula for children with dyslexia and expressive language impairments.
In 1991 Dr. Haynes and colleagues in the Graduate Program in Communication Sciences and Disorders at MGH Institute helped to design and establish coursework and placements that offer the option of dual teacher certification in both Speech-Language and in Reading.
Dr. Haynes has been Principal or Co-Principal Investigator on over $1,100,000 of grants at the Institute and on over $2,550,000 of externally funded studies in the Middle East, where he is helping colleagues to develop diagnostic and intervention tools for spoken and written Arabic.
He has chaired or co-chaired several international conferences for the International Dyslexia Association (IDA) and currently serves as Senior Advisor on the Global Partners Committee of IDA's Board of Directors. He serves as an invited reviewer for several reading and speech-language journals.
- Intra- and cross-linguistic studies of reading development and reading disabilities
- Early detection and early intervention for dyslexia and related language learning disabilities
- Interventions for language learning disabilities and dyslexia
Jennings, T., Haynes, C. ( 2018 ). Deficits, assessment and intervention: From Talking to Writing: Strategies for Supporting Narrative and Expository Writing, Second edition. Landmark School Outreach Program .
Elsiddig, Y., Haynes, C. (thesis advisor), Atwood, J., St. Louis, K. (2015). Sudanese Perceptions and Attitudes Towards Stuttering. In K. O. St. Louis (Ed.) Stuttering meets stereotype, stigma, and discrimination: An overview of attitude research, Volume 1, West Virginia University Press, 146-153.
Hook, P. & Haynes, C. (2015). Deficits, assessment and intervention: Reading and writing. In R. Schwartz (Ed.), Handbook of child language disorders, Second edition. Psychology Press.
Haynes, C. (2014). Research-Based Strategies that Improve Reading Comprehension. In S. Dores Rodrigues, C.A. Salgado Azoni, and S. Maria Ciaska (Eds), Developmental disorders: Identification of and early intervention strategies, Rebeiro Preto Publishers: Sao Paulo.
Berkowitz, A., Nicholas, M., Pennington, S., Haynes, C., Zipse, L. (2015). Cuing spoken naming using self-generated written cues: An articulatory approach. Ohio Speech-Language Hearing Association eHEARSAY.
Elsiddig, Y., Haynes, C., Atwood, J., St. Louis, K. (in press). Sudanese Perceptions and Attitudes Towards Stuttering, to appear in K. St. Louis (Ed.), International perspectives on stuttering, Univeristy of West Virginia Press.
See Curriculum Vitae for complete list.
BA, English and American Literature and Language, Harvard University
MS, Communication Disorders, San Francisco State University
EdD, Reading Language and Learning Disabilities, Harvard University