Reading & Language Lab
The primary questions addressed in the Reading & 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.
- Experiments designed to determine the conditions that promote successful change of pre-existing beliefs in the context of the Knowledge Revision Components framework (KReC; Kendeou & O'Brien, 2014), including individual differences (e.g., executive functions) and text characteristics (genre, source credibility).
- Developmental studies of higher-order language and cognitive skills that support reading comprehension
- Design of technology-based, comprehension interventions and assessments for young readers (Project TELCI funded by the Institute of Education Sciences).
- Reducing misinformation about vaccinations and Autism (Global Signature Program).
- Experiments designed to understand the implications of digitization on reading instruction, assessment, and opinion formation and change (Project E-READ)
"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."
Panayiota Kendeou Lab director Associate professor,psychological foundations of education program, Department of Educational Psychology
Emphasis: Learning and cognition/educational technologies
View recent Reading and Language Lab publications on Dr. Kendeou's experts.umn.edu page.
Reese Butterfuss Ph.D. graduate student, psychological foundations: learning and cognition/educational technologies
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.
Katherine Hock Psychology undergraduate student with APECS minor
Katherine is an undergraduate student working towards a psychology degree with interests in counseling and educational psychology.
Kasey Michel Ph.D. graduate student, psychological foundations: learning and cognition/educational technologies
Kasey investigates the psychosocial factors (emotions, epistemic beliefs) underlying arguments on controversial socio-scientific issues such as vaccinations and explores ways to reduce the impact of misinformation related to these topics.
Elly Orcut Psychology undergraduate student with child psychology minor
Elly is currently an undergraduate junior pursuing a degree in psychology with interests in educational, cognitive, and developmental psychology.
Gregory Trevors Post-doctoral fellow, psychological foundations: learning and cognition/educational technologies
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 Van Gilder M.A. (2017), liberal studies
Jessica's research investigates the differences between the cognitive processes and outcomes involved in reading fiction and nonfiction narratives. In particular, she investigates the relation between processing fiction and prosocial cognition, such as narrative empathy and theory of mind.
Kelsey Will M.A. graduate student, psychological foundations: learning and cognition/educational technologies
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 Máñez Sáez Visiting Ph.D. graduate student (2016), University of Valencia, Spain
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 Muijselaar Visiting Ph.D. graduate student (2015), University of Amsterdam, The Netherlands
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 Beker Visiting Ph.D. graduate student (2014), Leiden University, The Netherlands
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.
Martin Van Boekel Ph.D. (2016), psychological foundations: learning and cognition/educational technologies
Martin's research in the lab focused on the role source credibility in knowledge revision during reading.
Bader Mohsen M.A. (2016), psychological foundations: learning and cognition/educational technologies
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.