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.
"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 + Learning Lab publications on Dr. Kendeou's Google Scholar page.
Elly is the R + L manager. She is interested in educational, cognitive, and developmental psychology.
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).
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 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 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 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.
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 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.