Educational Psychology

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Reading + Learning Lab

Focus

The primary questions addressed in the Reading and Learning Lab concern the relations amongst language and memory, with a focus on understanding and improving learning. In addition to these core issues, the lab is also involved with the development and application of technology-based interventions and assessments.

Projects

  • Design of technology-based, comprehension instruction, interventions, and assessments for young (Project TELCI/ELCII funded by the Institute of Education Sciences) and older readers (Project iSTART-Early)
  • Experiments designed to determine the conditions that promote knowledge revision during reading, including individual differences, text characteristics, and task demands
  • Developmental studies of higher-order language and cognitive skills that support reading comprehension and learning from texts
  • Experiments designed to inform theory-building in reading comprehension and learning from text
  • Experiments designed to reduce misinformation about vaccinations and autism spectrum disorder (Global Signature Program)

"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 headshot

Panayiota 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

Elly Orcut headshot

Elly Orcutt Lab manager

Elly is the R + L manager. She is interested in educational, cognitive, and developmental psychology.

Reese Butterfuss headshot

Reese Butterfuss PhD 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.

Sarah Cox headshot

Sarah Cox PhD graduate student, psychology: cognitive and brain sciences

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).

Jasmine Kim headshot

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.


Kelsey Will headshot

Kelsey Will PhD 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.


Rina Miyata Harsch head shot.jpg

Rina Miyata Harsch M. A. graduate student, psychological foundations: learning and cognition/educational technologies

Rina is interested in cognitive processes involved in reading comprehension and belief formation such as inference-making and inquiry, as well as skills involved in argumentation.


Daheen Choi headshot

Daheen Choi PhD graduate student, psychological foundations: learning and cognition/educational technologies

Daheen is interested in investigating children’s cognitive development and the usage of cognitive strategies when children memorize and understand the words in the context. She also works on finding effective interventions for children to reduce their cognitive load during reading comprehension.


Bess Wilke head shot.jpg

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.


Maggie Inah O'Brien headshot

Maggie Inah O'Brien Undergraduate psychology student, learning technologies minor

Maggie explores the effectiveness of integrating new media in classrooms. She unites her interest in technology and passion for diversity to create opportunities for underserved populations.


Liz Weiers head shot.jpg

Liz Weiers Undergraduate psychology student

Scholars

Ignacio Máñez Sáez Visiting PhD graduate student (2016), University of Valencia, Spain

Marloes Muijselaar Visiting PhD graduate student (2015), University of Amsterdam, The Netherlands

Katinka Beker Visiting PhD graduate student (2014), Leiden University, The Netherlands

Lab alumni

Joseph Aubele R+L lab manager (2018-2019)

Tyler Szydlo BSc (2018), psychology

Katherine Hock BSc (2018), psychology

Gregory Trevors Post-doctoral fellow (2015-2017), psychological foundations: learning and cognition/educational technologies

Jessica Van Gilder MA (2017), liberal studies

Bader Mohsen MA (2016), psychological foundations: learning and cognition/educational technologies

Martin Van Boekel PhD (2016), psychological foundations: learning and cognition/educational technologies