Kristin Keane
Director of Research and Partnerships, Research Staff - Other
Bio
Kristin Keane's research focuses on the teaching and learning of literacy, specifically the ways multimodal, digital, and critical literacies can be used to drive equity-centered pedagogies in classrooms 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, including an IES sponsored RCT focused on the efficacy of Amplify Education's Boost Reading. A mixed methodologist, she has authored and co-authored a number of observational and meta-analytic studies focused on literacy practice and development.
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's taught in both University of San Francisco and Stanford's teaching programs, and is a first-gen alumna of U.C. Santa Barbara, UCLA, and Stanford University, where she earned a PhD.
All Publications
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Elementary Teachers' Scaffolding in Writing Instruction
LITERACY RESEARCH AND INSTRUCTION
2024
View details for DOI 10.1080/19388071.2024.2429509
View details for Web of Science ID 001360380800001
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The Effects of Educational Technology Interventions on Literacy in Elementary School: A Meta-Analysis
REVIEW OF EDUCATIONAL RESEARCH
2024
View details for DOI 10.3102/00346543241261073
View details for Web of Science ID 001281797100001
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Technology, time and families: Teacher experiences teaching literacy during remote instruction
TEACHING AND TEACHER EDUCATION
2024; 145
View details for DOI 10.1016/j.tate.2024.104601
View details for Web of Science ID 001240902700001
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Texting and tutoring: Short-term K-3 reading interventions during the pandemic
JOURNAL OF EDUCATIONAL RESEARCH
2023
View details for DOI 10.1080/00220671.2023.2251432
View details for Web of Science ID 001059545700001
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Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers
Teaching and Teacher Education
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 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 2021; 44 (4)
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Beyond Decoding: A Meta-Analysis of the Effects of Language Comprehension Interventions on K-5 Students' Language and Literacy Outcomes
READING RESEARCH QUARTERLY
2020
View details for DOI 10.1002/rrq.346
View details for Web of Science ID 000565867600001