Charles Haynes, EdD, CCC-SLP, is a 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 co-directs the Written Expressive Language and Literacy Collaborative.

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 the Principal or Co-Principal Investigator on over $1,100,000 of grants at the Institute and on over $2,700,000 of externally funded studies in the Middle East and in Brazil, where he is collaborating with colleagues to develop diagnostic and intervention tools for spoken and written Arabic as well as Brazilian Portuguese.

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.

  • BA, English and American Literature and Language, Harvard University
  • MS, Communication Disorders, San Francisco State University
  • EdD, Reading Language and Learning Disabilities, Harvard University

Research Interests

  • Intra- and cross-linguistic studies of reading development and reading disabilities
  • Early detection and early intervention for dyslexia and related language learning disabilities
  • Structured teaching strategies for supporting oral and written expression in students with dyslexia and developmental language disorders


Lambrecht Smith, S. & Haynes, C. (2022). Structured Literacy Interventions for Written Expression, in L. Spear-Swerling & S. Vaughn (Eds.). Structured literacy interventions for children with reading difficulties, Guilford Press: NYC.

Haynes, C.W., & Hook, P.E. (2021). Written language disorders in the school-age populations. In G.L. Lof & A.F. Johnson (Eds.), National Speech-Language Pathology Examination Review and Study Guide (2nd ed., pp. 243-260). Evanston, IL: Therapy Ed

Allen, A., Shane, H., Schlosser, R., & Haynes, C. (2021). The effect of cue type on directive-following in children with moderate to severe Autism Spectrum Disorder, Augmentative and Alternative Communication, July 9, 1-12, 10.1080/07434618.2021.1930154?journalCode=iaac20.

Choe, N., Shane, H., Schlosser, R., Haynes, C. & Allen, A. (2020). Directive-following based on graphic symbol sentences involving an animated verb symbol: An exploratory study, Communication Disorders Quarterly, 1-10,

Nicholas, M.L, Jennelle, L., Connor, L.T., Haynes, C. & Zipse, L. (2020). Do caregiver proxy reports and congruence of client-proxy activity participation goals relate to QOL in people with aphasia? International Journal of Language & Communication Disorders.

Haynes, C., Smith, S. L., Laud, L. (2019). Structured literacy approaches to teaching written expression. Perspectives on Language and Literacy, International Dyslexia Association, Summer.

Jennings, T. & Haynes, C. (2018). From Talking to writing: Strategies for scaffolding narrative and expository expression, Second Edition, Landmark Press, Inc.: Prides Crossing, MA.

Elsayyad, H., Everatt, J., Mortimore, T., & Haynes, C. (2016). The influence of working memory on reading comprehension in vowelized versus non-vowelized Arabic, Reading, and Writing: An Interdisciplinary Journal, DOI 10.1007/s11145-016-9705-1, Published online October 31.

See Curriculum Vitae for a complete list.

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