Reading + Learning Lab
Focus
The primary questions addressed in the Reading + Learning Lab concern the relations amongst language, cognition, and learning, with a focus on reading comprehension. In addition to these core issues, the lab is also involved with the development of educational technology to support large-scale interventions and assessments.
Projects
- We design and research educational technologies that personalize comprehension instruction, interventions, and assessments in K-12 (e.g., Inference Galaxy funded by the Institute of Education Sciences; Project iSTART-Early).
- We research the psychological drivers of misinformation about socio-scientific issues and factors that can reduce its impact (Mercury Project).
- We research the conditions that promote knowledge revision during reading and effective science communication. We conduct basic research in traditional and digital environments that advances the science of reading and digital literacy.
- We research and design educational technologies that personalize coding comprehension for computer science majors and non-majors (iCODE Project)
"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 (Pani) Kendeou
Lab director
Professor, psychological foundations of education program, Department of Educational Psychology
Emphasis: Learning and cognition/educational technologies
View recent Reading + Learning Lab publications on Dr. Kendeou's Google Scholar page.
Research group
Victoria Johnson Lab coordinator; PhD graduate student, psychological foundations: learning and cognition/educational technologies
Victoria is interested in investigating effective methods of science communication in order to promote knowledge revision of scientific misconceptions and reduce misinformation.
Twitter:@V_K_Johnson
Yi-Lun Jheng Visiting scholar; PhD student from University of Antwerp in Antwerp, Belgium
Yi-Lun is interested in the role of emotions in processing information while reading texts. Specifically, she investigates how narratives can be integrated in expository texts to optimize learning through the dynamic interplay of cognitive and emotional processes.
Twitter: @yilunchengtw
HyeJin Hwang President’s Postdoctoral Fellow, psychological foundations: learning and cognition/educational technologies
HyeJin Hwang is interested in comprehension and content learning in K-12 settings, particularly in multilingual students.
Twitter: @theHJHwang
Jasmine Kim PhD graduate student, psychological foundations: learning and cognition/educational technologies
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.
Rina Miyata Harsch PhD graduate student, psychological foundations: learning and cognition/educational technologies
Rina is interested in how students learn and revise beliefs. In particular, she cares about the roles of source and explanation in these processes.
Twitter: @rinaharsch
Daheen Choi PhD graduate student, psychological foundations: learning and cognition/educational technologies
Daheen is interested in investigating children’s cognitive development and the use of cognitive strategies in inference making. She also works on designing effective interventions to reduce children’s cognitive load during reading comprehension.
Bess WilkePhD graduate student, special education
With a background in teaching special education, Bess is interested in reading comprehension in early learners with an emphasis on cognitive processes and intervention.
Ali FulsherPhD graduate student, psychological foundations: learning and cognition/educational technologies
Ali is committed to improving science literacy in higher education. Her research examines the influence of sourcing instructions and in-text citations for multi-text comprehension.
Joseph BureyPhD graduate student: psychological foundations: learning and cognition/educational technologies
Joseph is interested in the education and cognition of marginalized students and in the influence of identity on cognitive processing.
Justine ScattarelliMA graduate student, psychological foundations: learning and cognition/educational technologies
Justine is interested in the role of emotion in cognition during reading and assessment using intelligent tutoring systems.
Kyle StagnaroMA graduate student, psychological foundations: learning and cognition/educational technologies
Kyle is interested in developing higher order thinking in pre-readers and applied research in knowledge acquisition and the reduction of misinformation.
Amanda JensenPhD graduate student, psychological foundations: learning and cognition/educational technologies
With a background of working with middle school students in Language Arts classes and tiered literacy interventions, Amanda is interested in investigating effective reading interventions for adolescent readers, specifically in the areas of comprehension, vocabulary acquisition, and motivation.
Yewon KangPhD graduate student, psychological foundations: learning and cognition/educational technologies
Yewon is interested in investigating effective learning and memory strategies with a focus on reading comprehension, as well as applying these strategies to the development of technology-based interventions.
Indigo RudduckResearch Associate, Psychology
Indigo is interested in the cognitive processes of learning in children and adolescents.
Solomon ComoUndergraduate student, Psychology
Solomon is interested in the influence of cultural background on learning and interaction in a classroom setting.