Michael Coyne



Research Scientist, CBER
Special Education Program
Department of Educational Psychology

Academic Degrees:

Ph.D. Special Education, Literacy, University of Oregon, 2001
M.T. Special & Elementary Education, University of Virginia, 1994
B.A. Music and Political Science, Williams College, 1989

Areas of Expertise:

Reading Instruction and Intervention
Learning Disabilities
Language and Vocabulary Learning
Multi-tiered Systems of Support (RTI)


Michael Coyne is Professor of Educational Psychology in the Special Education Program at the University of Connecticut. He is also a Research Scientist at the Center for Behavioral Education and Research. He has expertise in beginning reading and early vocabulary instruction and intervention, school-based experimental research, multi-tiered or RTI systems of support, and effective practices for students with learning disabilities. Dr. Coyne has directed or co-directed five multi-year research projects funded by the U.S. Department of Education’s Institute of Education Sciences focused on optimizing vocabulary and beginning reading practices for students with diverse learning needs through school-based experimental research. Dr. Coyne provides assistance and consultation to school districts and state departments of education around the country related to reading and literacy initiatives. He regularly presents at national conferences on research related to effective instructional practices, school improvement, and beginning reading and vocabulary instruction and intervention. Dr. Coyne holds certification in both elementary and special education and is a former special educator in public schools.

Current Funded Research:

Coyne, M. D., & Sugai, G. (2012-2015). Project CK3LI: Connecticut K-3 Literacy Initiative. Contract with the Connecticut State Department of Education. $6,700,000.

Simmons, D., Coyne, M. D., Fogarty, M., & Kwok, O. (2014-2017). Teaching the Vocabulary of Comprehension: A Technology-Enhanced System to Enhance At-Risk 3rd Graders’ Acquisition and Application of Essential Vocabulary. U. S. Department of Education, Institute of Education Sciences, Reading & Writing (Goal 2 – Development). $1,495,000.

Coyne, M. D., Sugai, G, & Madaus, J. (2012-2017). Project NeXus: Doctoral Leadership Training in Literacy, Positive Behavior Supports, and Postsecondary. U. S. Department of Education, Office of Special Education Programs. $1,250,000.

Coyne, M. D., McCoach, D. B., Loftus, S., Santoro, L. E., & Baker, D. (2011-2016). Project EVI: Early Vocabulary Intervention. U. S. Department of Education, Institute of Education Sciences, Reading & Writing Research – Special Education Research (Goal 3 – Efficacy). $4,097,835.

Center for Behavioral Education & Research (CBER), Neag School of Education, University of Connecticut

Selected Publications/Presentations:

Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners. (4th Ed.). Columbus, OH: Merrill Publishing Company.

Crevecoeur, Y., Coyne, M. D., & McCoach, D. B. (2014). English-language Learners and English-only Learners’ Response to Direct Vocabulary Instruction. Reading & Writing Quarterly, 30, 51-78.

Simmons, D., Taylor, A., Oslund, E., Simmons, L., Coyne, M. D., Little, M., Rawlinson, D., Hagan-Burke, S., Kwok, O., & Kim., M., (2014). Predictors of at-risk kindergarteners’ later reading difficulty: Examining learner-by-intervention interactions. Reading and Writing: An Interdisciplinary Journal, 27, 451-479.

Coyne, M. D., Simmons, D. C., Simmons L., E., Hagan-Burke, S., Kwok, O., Kim, M, Fogarty, M., Oslund, E., Taylor, A., Capozzoli-Oldham, A., Ware, S., Little, M. E., & Rawlinson, D. M., (2013) Adjusting beginning reading intervention based on student performance: An experimental evaluation. Exceptional Children, 80, 25-44.

Coyne, M. D., Little, M. E., Rawlinson, D. M., Simmons, D. C., Kwok, O., Kim, M, Simmons L., E., Hagan-Burke, S., & Civetelli, C. (2013). Replicating the impact of a supplemental beginning reading intervention: The role of instructional context. Journal of Research on Educational Effectiveness, 6, 1-23.

Hagan-Burke, S., Coyne, M. D., Kwok, O., Simmons, D. C., Kim, M., Simmons, L. E., Skidmore, S. T., Hernandez, C. L., & Ruby, M. M. (2013). Effects and interactions of student, teacher, and setting variables on reading outcomes for kindergarteners receiving supplemental reading instruction. Journal of Learning Disabilities, 46, 260-277.

Loftus, S., & Coyne, M. D. (2013). Vocabulary instruction within a multi-tier approach. Reading & Writing Quarterly, 29, 4-19.

Lentini, A. R., & Coyne, M. D. (2011). Identifying at-risk students for early reading intervention: Challenges and possible solutions. Reading & Writing Quarterly, 27, 306-323.

Zipoli, R., Coyne, M. D., & McCoach, D. B. (2011). Enhancing vocabulary intervention for kindergarten students: Strategic integration of semantically-related and embedded word review. Remedial & Special Education, 32, 131-143.

Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O., Simmons, L., Johnson, Zou, M., Taylor, A., McAlenney, A., Ruby, M., & Crevecoeur, Y. (2011). Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners’ response. Exceptional Children, 77, 207-228.

Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli, R., Ruby, M., Crevecoeur, Y. & Kapp, S. (2010). Direct & Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects. Journal of Research on Educational Effectiveness, 3, 93-120.

Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli, R., & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: Teaching for breadth vs. depth. Elementary School Journal 110, 1-18.


Editorial Board: Journal of Educational Psychology, Reading Research Quarterly, Learning Disabilities Research & Practice, Learning Disabilities Quarterly, Elementary School Journal, Teaching Exceptional Children, Reading Psychology

Guest Reviewer: Exceptional Children. Scientific Studies of Reading. Journal of Special Education. Remedial and Special Education. School Psychology Review. Journal of Advanced Academics. Learning & Individual Differences. American Journal of Speech-Language Pathology. Journal of Early Intervention. Early Childhood Research Quarterly. Review of Educational Research. Journal of Research on Educational Effectiveness. Journal of Child Psychology & Psychiatry. Psychology in the Schools. Journal of Education for Students Placed at Risk. Language, Speech, and Hearing Services in Schools. Journal of Experimental Child Psychology. Developmental Psychology. Reading & Writing. Education & Treatment of Students.

Member: Council for Exceptional Children, Society for the Scientific Studies of Reading, American Educational Research Association

In the News:

UConn Team Leads the Way on Intensive Early Reading Initiative

Neag Faculty Breaking New Ground with Support of IES Grants

Improving the Literacy Skills of At-Risk Kindergarteners

Contact Information
Phone860 486 8326
Mailing AddressUnit 3064
Office LocationGentry 004