Starr Keyes


Starr Keyes, Ph.D.

  • Position: Associate Professor
  • Phone: 419-372-7296
  • Email:
  • Address: 414 Education

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

Research Interests

-Academic and behavioral interventions (e.g., reading and social skill interventions for students at risk for and with mild-moderate disabilities)
-Computer-assisted instruction (CAI)
-Issues related to racially, economically, and linguistically marginalized students (e.g., the School-to-Prison Pipeline)
-Preservice teacher education

Professional Memberships and/or Licenses
National Council for Exceptional Children (CEC)
CEC Special Interest Divisions:
• Teacher Education Division (TED)
• Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL)
Ohio Council for Exceptional Children
American Association of University Women (AAUW) BG Chapter
National Association of Professional Women (NAPW)
Pi Lambda Theta, International Honor Society and Professional Association in Education

Since 2002, 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. Dr. Keyes has attended numerous professional development trainings covering a broad range of topics in education and special education, including but not limited to reading instruction and assessment, technology, diversity, and social justice. She has co-authored manuscripts and presented research at state and national conferences. In Fall 2019, Dr. Keyes was awarded a Fellowship from the BGSU Institute for the Study of Culture and Society (ICS) to research disability, race, and the School-to-Prison Pipeline.


Steward, C., Bang, H. & Keyes, S. E. (2017). The relationship between teacher perception and African American male students’ IEP referral rates. The Ohio Journal of Teacher Education., 31(2), 38-53.

Keyes, S. E., Jacobs, J., Bornhorst, R. L., Gibson Jr., L., & Vostal, B. R. (2017). Supplemental computerized reading instruction in oral reading fluency and its generalizable effects on at-risk urban second graders. Reading Improvement, 54(1), 9-18.

Robinson-Ervin, P., Cartledge, G., Musti-Rao, S., Gibson, Jr., L., & Keyes, S. E. (2016). Social skills instruction for urban learners with emotional and behavioral disorders: A culturally responsive and computer-based intervention. Behavioral Disorders, 41(4), 209-   225.

Keyes, S. E., Cartledge, G., Gibson Jr., L, & Robinson-Ervin, P. (2016; accepted 2014).  Programming for generalization of oral reading fluency using computer-assisted instruction and changing fluency criteria. Education and Treatment of Children, 39(2), 141-172.

Keyes, S. E. & Vostal, B. R. (2016). “But, did it work?” Effects of teacher-implemented computer-assisted instruction in oral reading fluency for students with learning disabilities. International Journal of Humanities and Social Science Invention, 5(3), 29-37.

Keyes, S. E., Jacobs, J., Bornhorst, R. L., Gibson Jr., L., & Vostal, B. R. (2015). The effects of a computerized reading intervention program on the oral reading fluency of at-risk urban first graders. Journal of Emerging Trends in Educational Research and Policy Studies, 6(6), 425-431.

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.


Keyes, S. E., LaVenia, K., & Brodeur, K. (2022, March). Taking action together: Faculty learning community as a space for developing liberatory consciousness. American Association of Colleges for Teacher Education (AACTE) 74th Annual Meeting, New Orleans, LA.

Keyes, S. E. (2019, November). From the schoolhouse to the big house: Disciplinary exclusion and punitive policies versus inclusion and culturally responsive practices. 42nd Annual Conference of the Teacher Education Division (TED) of the Council for Exceptional Children, New Orleans, LA.

Keyes, S. E. (2019, February). One school’s path to Response to Intervention: Professional development and implementation concerns. Council for Exceptional Children (CEC) 2019 Special Education Convention and Expo, Indianapolis, IN.

Keyes, S. E., Mrachko, A., & Klorer, M. (2018, November). Co-teaching in university and community settings that prepares effective inclusive educators. 41st Annual Conference of the Teacher Education Division (TED) of the Council for Exceptional Children, Las Vegas, NV.

Keyes, S. E. (2018, June). Computer-assisted reading instruction for at-risk students and students with disabilities. Ohio Council for Children with Behavior Disorders (CCBD) 2018 Summer Behavior Institute, Bowling Green, OH.

Mrachko, A., Keyes, S. E., & Klorer, M. (2018, January). Co-teaching models in university and community to prepare effective inclusive teachers. Ohio Deans Compact on Exceptional Children 5th Annual Statewide Conference, Columbus, OH.

Keyes, S. E. (2017, November). Teacher training and Response to Intervention: One school’s approach to professional development and intervention implementation. 40th Annual Conference of the Teacher Education Division (TED) of the Council for Exceptional Children, Savannah, GA.

Keyes, S. E. (2017, October). Promoting reading fluency and generalization through computer-assisted instruction. 33rd Annual International Conference on Young Children with Special Needs and Their Families – the Division for Early Childhood (DEC) of the Council for Exceptional Children, Portland, OR.

Keyes, S. E. & Vostal, B. R. (2016, May). Standard protocol reading intervention implementation by general education teachers: Did it really work? 42nd Annual Association for Behavior Analysis International Conference, Chicago, IL. 

Updated: 06/03/2022 10:53AM