Starr Keyes

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Starr Keyes, Ph.D.

Position: Assistant Professor
Phone: 419-372-7296
Address: 414 Education

Ph.D. The Ohio State University
M.Ed. The University of Toledo
B.A. The Ohio State University

Research Interests
I am interested in research related to early reading interventions, Computer Assisted Instruction (CAI), teaching social skills, disproportionality, urban education, Culturally and Linguistically Diverse (CLD) learners, and academic and behavioral interventions for students with mild-moderate disabilities.

Professional Memberships and/or Licenses
Ohio Association of Teacher Educators (OATE): Member (2013 – present)
National Council for Exceptional Children (CEC) Special Interest Divisions
Teacher Education Division (TED) (2012 – present)
Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) (2012 – present)
Council for Children with Behavioral Disorders (CCBD) (2012-2014)
American Association of University Women (AAUW): BG Diversity Chair (2012 – present) 
National Association of Professional Women (NAPW): Member (2011 – present)
National Council for Exceptional Children (CEC): Member (2007 – present) 
Pi Lambda Theta, International Honor Society and Professional Association in Education: Member (2005 – present)

Over the last 12 years, Dr. Keyes has taught elementary school, middle school, and postsecondary students. She was a licensed Intervention Specialist for students with mild-moderate disabilities in K-12. Currently, she teaches a reading and writing assessment methods course with a specific emphasis on Response to Intervention (RTI) and curriculum-based measurement. She also teaches a consultation and collaboration class with a specific focus on partnering with parents. Dr. Keyes has attended numerous professional development trainings covering a broad range of topics in education, special education, and technology. She has co-authored manuscripts and presented research at state and national conferences. Dr. Keyes is currently working with a school in Toledo training teachers to implement computer-assisted instruction as part of the school’s RTI process.

Keyes, S.E., Jacobs, J., & Gibson Jr., L. (in progress). The effectiveness of supplemental computer-assisted reading instruction on elementary students’ oral reading fluency skills.

Keyes, S.E., Vostal, B.R., & Larsen, L. (in progress). Teacher implementation of a standard tier 2 reading intervention.

Keyes, S. E., Cartledge, G., Gibson Jr., L, & Robinson-Ervin, P. (Accepted). Programming for generalization of oral reading fluency using computer-assisted instruction and changing fluency criteria. Education and Treatment of Children.

Vostal, B.R., Messenheimer, T., Hampton, D., & Keyes, S.E. (2014). Using a mnemonic strategy to match elements of response to intervention lessons with performance assessment requirements. Journal of Curriculum and Instruction, 8(1), 48-66. doi:10.3776/joci.2014.v8n1p48-66.

Gibson Jr., L., Cartledge, G., Keyes, S. E., & Yawn, C. D. (2014). The effects of a supplementary computerized reading program on the generalization of the oral reading fluency and comprehension of first-grade students. Education and Treatment of Children, 37(1), 25-51.

Cartledge, G., Gibson, L., & Keyes, S. E. (2012). Special education and disciplinary disproportionality of African American students. In J. L. III Moore & C. W. Lewis (Eds.) Urban School Contexts for African American Students: Crisis and Prospects for Improvement. New York: Peter Lang Publishers.

Gibson Jr., L., Cartledge, G., & Keyes, S. E. (2011). A preliminary investigation of supplementary computer assisted reading instruction on the oral reading fluency and comprehension of first-grade African American urban students. Journal of Behavioral Education, 20, 260-282.

Robinson-Ervin, P., Cartledge, G., and Keyes, S. E. (2011). Culturally responsive social skills instruction for adolescent black males. Multicultural Learning and Teaching, 6(1), Article 7.

Cartledge, G., Yurick, A., Singh, A., Keyes, S. E., & Kourea, L (2011). Follow-up study of the effects of a supplemental early reading intervention on the reading/disability risk of urban primary learners. Exceptionality, 19(3), 140-159.

Yurick, A., Cartledge, G., Kourea, L., & Keyes, S. (2010). Reducing reading failure for kindergarten urban students: A study of early literacy instruction, treatment quality, and treatment duration. Remedial and Special Education. Advance online publication. doi: 10.1177/0741932510365359

Robinson-Ervin, P., Cartledge, G., Musti-Rao, S., Gibson, Jr., L., & Keyes, S.E. (submitted). Social skills instruction for urban learners with emotional and behavioral disorders: A culturally responsive and technological investigation. Behavioral Disorders.