The primary questions addressed in the Reading and Language Lab concern the relations amongst language and memory, with a focus on understanding and improving learning during reading. In addition to these core issues, the lab is also involved with the development and application of technology-based interventions and assessments.
"We are driven to understand and improve reading comprehension and learning from texts, while also identifying conditions that can reduce the impact of misinformation and misconceptions during reading."
Emphasis: Learning and cognition/educational technologies
View recent Reading and Language Lab publications on Dr. Kendeou's experts.umn.edu page.
Reese investigates learning from texts and knowledge revision. The focus of his work is on understanding individual differences in executive functions and their influence on the underlying processes and mechanisms of learning from texts that are designed to facilitate knowledge revision.
Sarah investigates the processes involved in and effects of reading and narrative comprehension on belief and attitude formation and revision, particularly regarding the influence of diction - such as the use of figurative language (e.g., metaphor).
Katherine is an undergraduate student working towards a psychology degree with interests in counseling and educational psychology.
Jasmine is interested in investigating higher order cognitive processes involved in deriving meaning from texts and how these processes can inform current theoretical models of reading comprehension.
Elly is currently an undergraduate junior pursuing a degree in psychology with interests in educational, cognitive, and developmental psychology.
Tyler is an undergraduate senior pursuing a degree in psychology with interests in educational and clinical psychology.
Kelsey investigates the development of reading and language skills in young children, as well as the development of effective instructional approaches and interventions for struggling readers. She also works on identifying the mechanisms by which causal explanations facilitate learning during reading.
Ignacio’s research focuses on analyzing the cognitive and metacognitive processes young readers perform in task-oriented reading situations, as well as how students self-regulate feedback processing in digital learning environments. He is also interested in text relevance assessment. During his visit at the University of Minnesota, he will work on analyzing the use and effects of inferential formative feedback during learning from scientific texts in a digital environment.
Marloes' research interest is reading comprehension, especially on reading comprehension tests. During her visit at the University of Minnesota, she will focus on the cognitive and linguistic demands of a curriculum based reading comprehension test (the CBM-Maze).
Katinka is interested in the cognitive processes involved in the development of reading comprehension and learning from text. During her visit at the UMN, she worked on a study that focused on learning and transfer from refutation texts.
Bader's research in the lab focused on the impact of media technologies (such as iPads, Twitter, Youtube and video games) on reasoning, opinion formation, and change.
Martin's research in the lab focused on the role source credibility in knowledge revision during reading.
Gregory investigates the psychosocial factors underlying learning from educational texts on controversial socio-scientific issues such as evolution, climate change, and genetically modified foods. In particular, he examines individual differences in cognitive processes, emotions, beliefs about knowledge and knowing, and self-identity as factors relating to the success or failure of controversial text comprehension and knowledge revision.
Jessica's research in the lab investigated the differences between the cognitive processes and outcomes involved in reading fiction and nonfiction narratives.