Associate Professor, Department of Educational Psychology
Ph.D., University of Minnesota
Educational Psychology .
Room 158 EdSciB
56 E River Pkwy
Areas of Interest
Note to prospective students: I am currently accepting new Ph.D. advisees. All applicants are welcome, but I am particularly interested in doctoral students committed to research and faculty careers in educational psychology and who are interested in studying language and memory, with a focus on understanding and improving cognitive processing during reading comprehension. I encourage students to review my research interests, projects, and publications to determine fit.
Reading comprehension, cognitive processes, learning, technology, misinformation
How do we improve reading comprehension and learning?
Dr. Kendeou investigates the development of higher order language and cognitive skills that support reading comprehension. She also works on the development of technology-based, comprehension interventions and assessments for young and adult readers (e.g., the federally funded project TELCI).
How do we change misconceptions and reduce the impact of misinformation?
Dr. Kendeou designs experiments to determine the conditions that promote successful revision of preexisting beliefs in the context of the Knowledge Revision Components framework (KReC; Kendeou & O’Brien, 2014). Learn more about the Global Signature Program which aims to reduce misinformation about vaccinations and Autism.
What are the affordances of digital reading and learning?
Dr. Kendeou investigates the implications of digitization on reading instruction, assessment, and opinion formation and change. Learn more about the EREAD European COST Action project she participates in.
How can we leverage cognitive science to improve learning?
Dr. Kendeou works with STEM researchers to apply cognitive science in improving learning. In a recently funded NSF project, she works with chemistry professors to examine the role of testing feedback on student learning.
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.