Michael D. Coyne
Associate Professor
Department of Educational Psychology
Special Education Program
Center for Behavioral Education and Research (CBER)

Michael Coyne is associate professor and Program Coordinator of Special Education at the University of Connecticut. He is also a Research Scientist at the Center for Behavioral Education and Research. He has expertise in scientifically based reading research, beginning reading curriculum and instruction, school-wide reading improvement, and effective practices for students with learning disabilities. Dr. Coyne currently directs or co-directs three multi-year research grants 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 national reading and literacy initiatives such as Reading First. 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.

•Ph.D. Special Education, Literacy, University of Oregon, 2001

•M.T. Special and Elementary Education, University of Virginia, 1994

•B.A. Music and Political Science, Williams College, 1989

« Full C.V. »

Contact Information: 

Gentry - 003

Phone: (860) 486-8326
Fax: (860) 486-5799

Email: mike.coyne@uconn.edu

Mailing Address:
Department of Educational Psychology
Neag School of Education
249 Glenbrook Rd., Unit 2064
Storrs, CT 06269-2064

Current Courses Taught:

EPSY 5113: Reading Instruction for Students with Diverse Learning Needs

EPSY 6194: Doctoral Seminar

Honors/Awards:

Distinguished Early Career Research Award, Division for Research, CEC, 2008

Neag School of Education Outstanding Young Investigator, University of Connecticut, 2004

Associations/Committees/Outreach:

Editorial Board: Learning Disabilities Quarterly, Reading Psychology, Journal of Literacy Research

Guest Reviewer: Scientific Studies of Reading, Journal of Educational Psychology, Elementary School Journal, Journal of Research on Educational Effectiveness, Reading Research Quarterly, Remedial and Special Education, Journal of Learning Disabilities, Journal of Special Education, School Psychology Review, Journal of Advanced Academics, Learning & Individual Differences, American Journal of Speech-Language Pathology, Journal of Early Intervention

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

In the News:

DR is pleased to announce that Dr. Michael Coyne of the University of Connecticutt was named the recipient of the 2008 Distinguished Early Career Research Award

Studying vocabulary intervention for young readers, UConn Traditions, Summer 2005

Areas of Expertise:

Learning Disabilities

Literacy

Diverse Learning Needs

Reading Education

Funded Research:

Coyne, M. D. (2006-2010). Project IVI: Intensifying Vocabulary Intervention for Kindergarten Students at Risk of Learning Disabilities. U. S. Department of Education, Institute of Education Sciences, Language and Vocabulary Development – Special Education Research. $884,306.

Simmons, D.C., Coyne, M. D. (2006-2011). The Early Reading Intervention: Examination of Curriculum Efficacy, Durability, Replicability, and Intensity. U. S. Department of Education, Institute of Education Sciences, Early Intervention and Assessment for Young Children with Disabilities. $2,885,628.

Coyne, M. D. (2003-2006). Project VITAL: Vocabulary Intervention Targeting At-risk Learners. U. S. Department of Education, Institute of Education Sciences, Reading Comprehension Research. $685,623.

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. (2007). Effective teaching strategies that accommodate diverse learners. (3rd Ed.). Columbus, OH: Merrill Publishing Company.

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

Coyne, M. D., Zipoli Jr., R. P., Chard, D. J., Faggella-Luby, M., Ruby, M., Santoro, L. E., & Baker, S. (in press). Direct instruction of comprehension: Instructional examples from intervention research on listening and reading comprehension. Reading & Writing Quarterly.

Coyne, M. D., Simonsen, B., & Faggella-Luby, M. (2008). Cooperating initiatives: Supporting behavioral and academic improvement through a systems approach. Teaching Exceptional Children

Simmons, D. C., Coyne, M. D., Kwok, O., McDonagh, S., Harn, B., & Kame’enui, E. J. (2008). Indexing response to intervention: A longitudinal study of reading risk from kindergarten through third grade. Journal of Learning Disabilities, 41, 158-173.

Coyne, M. D., McCoach, D. B., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction with embedded instruction and incidental exposure. Learning Disabilities Quarterly, 30, 74-88.

Simmons, D. C., Kame’enui, E. J., Harn, B., Coyne, M. D., Stoomiller, M., Santoro, L., Smith, S., Thomas-Beck, C., & Kaufman, N. (2007). Attributes of effective and efficient kindergarten reading intervention: An examination of instructional time and design of instruction specificity. Journal of Learning Disabilities, 40, 331-347.

Coyne, M. D. & Harn, B. (2006). Promoting beginning reading success through meaningful assessment of early literacy skills. Psychology in the Schools.

Coyne, M. D., Zipoli, R., & Ruby, M. (2006). Beginning reading instruction for students at-risk of reading disability: What, how, & when. Intervention in School & Clinic, 41, 161-168.

Gersten, R., Fuchs, L. S, Compton, D., Coyne, M. D., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164.