Associate Professor, Department of Educational Psychology
Ph.D., University of Minnesota
Educational Psychology .
Room 158 EdSciB
56 E River Pkwy
Areas of Interest
Reading Comprehension Cognitive Processes Conceptual Change
How do we learn to read?
I investigate the development of higher-order language and cognitive skills that support reading comprehension. I also work on the development of technology-based, comprehension interventions and assessments for young and adult readers.
How do we learn new information from texts?
I design experiments to identify the reader, text, and task factors that influence effective learning from texts.
How do we change misconceptions and reduce the impact of misinformation?
I design experiments to determine the conditions that promote successful change or revision of pre-existing beliefs in the context of the Knowledge Revision Components framework (KReC; Kendeou & O’Brien, 2014).
Dr. Kendeou won the Early Career Impact Award from the FABBS Foundation in 2015, the Tom Trabasso Young Investigator Award from the Society for Text & Discourse in 2012, and the Research in Literacy Award from the UK Literacy Association in 2009.
Dr. Kendeou is Associate Editor of the Journal of Educational Psychology and she serves on the editorial boards of Scientific Studies of Reading, Contemporary Educational Psychology, Learning and Instruction, Discourse Processes, and Reading Psychology. She is a member of the European Association of Research in Learning and Instruction (EARLI), the American Educational Research Association (AERA), the Society for Text and Discourse (ST&D), the Society for the Scientific Study of Reading (SSSR), and the Psychonomic Society.
Kendeou, P., McMaster, K. L., & Christ, T. J. (2016). Reading Comprehension: Core Components and Processes. Policy Insights from the Behavioral and Brain Sciences, 3, 62-69.
Kendeou, P., Braasch, J. L. G., & Bråten, I. (2016). Optimizing conditions for learning: Situating refutations in epistemic cognition. Journal of Experimental Education, 84, 245-263.
Kendeou, P., & O’ Brien, E. J. (2016). Prior Knowledge: Acquisition and Revision. In P. Afflerbach (Ed.), Handbook of Individual Differences in Reading: Text and Context (pp. 151-163). New York:Routledge Publishing.
Kendeou, P. (2015). A general inference skill. In E. J. O’Brien, A. E. Cook, & R. F. Lorch, Jr (Eds.),Inferences during reading (pp. 160-181). Cambridge: Cambridge University Press.
Kendeou, P., & O’Brien, E. J. (2014). The Knowledge Revision Components (KReC) Framework: Processes and Mechanisms. In D. N. Rapp & J. L. G. Braasch (Eds.) Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences (pp. 353-377). Cambridge, MA: MIT Press.
Kendeou, P., *Walsh, E., *Smith, E. R., & O’Brien, E. J. (2014). Knowledge Revision Processes in Refutation Texts. Discourse Processes, 51, 374-397.
Kendeou, P. (2014). Validation and comprehension: An integrated view. Discourse Processes, 51, 189-200.
Kendeou, P., van den Broek, P., *Helder, A., & *Karlsson, A. K. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29, 10-16.
Kendeou, P., *Smith, E. R., & O’Brien, E. J. (2013). Updating During Reading Comprehension: Why Causality Matters. Journal of Experimental Psychology: Learning, Memory, & Cognition, 39, 854-865.
Kendeou, P., Papadopoulos, T. C., & *Kotzapoulou, M. (2013). Evidence for the Early Emergence of the Simple View of Reading in a Transparent Orthography. Reading & Writing: An Interdisciplinary Journal, 26, 189-204.
Kendeou, P., Papadopoulos, T. C., & Spanoudis, G. (2012). Processing demands of reading comprehension tests in young readers. Learning and Instruction, 22, 354-367.
Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. (2009). Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills. Journal of Educational Psychology, 101, 765-778.
Kendeou, P., Bohn-Gettler, C., White, M., & van den Broek, P. (2008). Children’s inference generation across different media. Journal of Research in Reading, 31, 259-272.
Kendeou, P., & van den Broek, P. (2007). Interactions between prior knowledge and text structure during comprehension of scientific texts. Memory & Cognition, 35, 1567-1577.
Kendeou, P., & van den Broek, P. (2005). The effects of readers’ misconceptions on comprehension of scientific text. Journal of Educational Psychology, 97, 235-245.
Note. * student co-author