Bio

Dr. Kristin Keane's research focuses on the teaching and learning of literacy, specifically the ways multimodal, digital, and critical literacies can be leveraged to enhance engagement, comprehension, and dialogic discussion of varied types of text. She directs and manages partnerships in a number of research studies in the Language to Literacy Lab. A mixed methodologist, she has authored and co-authored a number of observational and meta-analytic studies focused on literacy practice and development. She is the co-editor of "Language and Literacy Beyond Decoding: Evidence-Based Instruction in Grades PreK-6," forthcoming from Guilford Press in 2026.

Prior to her work at Stanford, she led a network of literacy coaches, served as a literacy staff developer, and worked in California classrooms. She is a course instructor in the Stanford Teacher Education Program, and is a first-gen alumna of U.C. Santa Barbara, UCLA, and Stanford University, where she earned a PhD.

Contact

  • Work
    knkeane@stanford.edu
    University - Staff Department: GSE Faculty Research & Labs Position: Director of Research and Partnerships

Additional Info

2024-25 Courses

All Publications

  • Text-based discussion interactions and engagement with three different text types JOURNAL OF EDUCATIONAL RESEARCH Keane, K. 2025

    View details for DOI 10.1080/00220671.2024.2423177

    View details for Web of Science ID 001412953000001

  • Elementary Teachers' Scaffolding in Writing Instruction LITERACY RESEARCH AND INSTRUCTION Taylor, K. S., Keane, K., Silverman, R. D., Levine, S. 2024

    View details for DOI 10.1080/19388071.2024.2429509

    View details for Web of Science ID 001360380800001

  • The Effects of Educational Technology Interventions on Literacy in Elementary School: A Meta-Analysis REVIEW OF EDUCATIONAL RESEARCH Silverman, R. D., Keane, K., Darling-Hammond, E., Khanna, S. 2024

    View details for DOI 10.3102/00346543241261073

    View details for Web of Science ID 001281797100001

  • Technology, time and families: Teacher experiences teaching literacy during remote instruction TEACHING AND TEACHER EDUCATION Keane, K., Silverman, R. D., Deutscher, R. 2024; 145

    View details for DOI 10.1016/j.tate.2024.104601

    View details for Web of Science ID 001240902700001

  • Texting and tutoring: Short-term K-3 reading interventions during the pandemic JOURNAL OF EDUCATIONAL RESEARCH Silverman, R. D., Keane, K., Hsieh, H., Southerton, E., Scott, R. C., Brunskill, E. 2023

    View details for DOI 10.1080/00220671.2023.2251432

    View details for Web of Science ID 001059545700001

  • Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers Teaching and Teacher Education Johnson, E., Keane, K. 2023; 125

    View details for DOI 10.1016/j.tate.2023.104037

  • Teaching reading: primary professional development structures Critical Contributions by Emerging 21st Century Scholars Keane, K. edited by Pletcher, B., Banda, R., Watson, K., Perez, A. Corpus Christi, TX: Texas A&M. 2021
  • Silverman, R. D., & Keane, K. (2021). The Power of" Screen Time": Harnessing It to Promote Language and Literacy Learning in Early Childhood and Elementary School. American Educator Silverman, R., Keane, K. 2021; 44 (4)
  • Beyond Decoding: A Meta-Analysis of the Effects of Language Comprehension Interventions on K-5 Students' Language and Literacy Outcomes READING RESEARCH QUARTERLY Silverman, R. D., Johnson, E., Keane, K., Khanna, S. 2020

    View details for DOI 10.1002/rrq.346

    View details for Web of Science ID 000565867600001

https://orcid.org/0000-0002-4300-2749