Kathryn L. Roberts

Kathryn L. Roberts is a Professor of Reading, Language, and Literature in the College of Education at Wayne State University. She is actively involved in teaching undergraduate and graduate literacy courses, advising students, conducting research, and serving on academic committees. Her work is centered in the Department of Reading, Language and Literature, with affiliations in Early Childhood Education and Bilingual-Bicultural Education.

• B.S., Elementary Education and Spanish, Butler University
• M.S., Teaching English as a Second Language, Indiana University
• Ph.D., Curriculum, Teaching, and Educational Policy (Literacy Specialization), Michigan State University

Dr. Roberts' research focuses on literacy development across the early and elementary grades, with an emphasis on content-area literacy, comprehension, informational and visual literacy, and family literacy. She is particularly interested in how children interpret graphical devices such as maps, timelines, and tables, and how multilingual learners can be supported through culturally sustaining pedagogy. Her work bridges theory and practice, aiming to improve literacy instruction through research-based, equity-focused approaches.

Her recent publications explore trends in multimodal literacy, including the use of graphic novels in social studies and language arts, partner reading dynamics, and the implementation of inquiry-based learning through the C3 Framework. She frequently collaborates with colleagues like Dr. Kathleen Brugar and Dr. Christine DeNicolo, emphasizing collaborative and community-engaged research.

• 2015: Article of the Year, The Geography Teacher
• 2018-2019: University Recognition for Program Assessment, Ph.D. in Educational Studies
• 2019: Faculty Service Award, Wayne State University
• 2020: Kathleen Reilly Koory Faculty Development Award
• 2022: Distinguished Alumni Award, Butler University
• Winner of the National Council for Geographic Education’s Best Content Article for 2015 award

Dr. Roberts has been a Co-PI on multiple grants, including the 'A Unified Approach to Literacy Instruction' (2015–2018) and the SEED Pathway Project (2022–2027), a $2.4 million National Professional Development Grant focused on certifying bilingual and ESL teachers and improving outcomes for English learners. She mentors graduate students and collaborates with community initiatives like Read313 and 313Reads. She is a core member of research teams exploring literacy professional development, family engagement, and culturally responsive teaching, contributing to both scholarly and practitioner audiences.

She is involved in the SEED Pathway Project, a large-scale, community-engaged initiative that supports culturally responsive educators for multilingual learners. Her work emphasizes partnerships beyond the university, including schools, families, and community organizations, to create equitable and sustainable literacy ecosystems.