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.

Contact

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

Additional Info

All Publications

  • 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