Michael Coyne

Michael Coyne is a Professor and Department Head of Educational Psychology at the Neag School of Education, University of Connecticut. He also serves as Co-Director of the Center for Behavioral Education and Research (CBER). His expertise spans reading instruction, learning disabilities, and multi-tiered systems of support (MTSS). Coyne holds a Ph.D. in Special Education and Literacy from the University of Oregon (2001), an M.T. in Special & Elementary Education from the University of Virginia (1994), and a B.A. in Music and Political Science from Williams College (1989).

• Education:
  • 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

His research focuses on early reading and vocabulary instruction, evidence-based interventions for students with learning disabilities, and MTSS frameworks. He has led over $20 million in federally funded projects, including the Connecticut K-3 Literacy Initiative and the National Center for Leadership in Intensive Interventions. Coyne’s work emphasizes practical applications for schools, including teacher training and policy development.

His funded research includes evaluating integrated academic and behavioral interventions, MTSS networks, and literacy initiatives. Key publications explore vocabulary acquisition, RTI models, and instructional fidelity. Coyne serves as Co-Editor in Chief of the Elementary School Journal and sits on editorial boards for top journals in education and special education.

He advises on state and national literacy initiatives and collaborates with schools to implement effective MTSS strategies. His lab, CBER, focuses on translating research into actionable practices for educators.