Educational Psychology

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Reading + Learning Lab

Focus

The primary questions addressed in the Reading + 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 of educational technology to support large-scale interventions and assessments.

Projects

  • We design and research educational technologies that personalize comprehension instruction, interventions, and assessments for young (Inference Galaxy funded by the Institute of Education Sciences) and older readers (Project iSTART-Early).
  • We research factors that reduce misinformation about vaccinations and other socio-scientific issues like autism spectrum disorder (Global Signature Program).
  • We research the conditions that promote knowledge revision during reading, including individual differences, text characteristics, and task demands.
  • We conduct basic research in traditional and digital environments that advances the science of reading and digital literacy.

"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 (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 headshot

Victoria Johnson Lab coordinator; PhD graduate student, psychological foundations: learning and cognition/educational technologies

Victoria is interested in investigating the contexts of knowledge revision and the reduction of misinformation in addition to the cognitive processes involved in reading comprehension.


Pauline Frick headshot

Pauline Frick Visiting scholar; PhD graduate student from Institut für Wissensmedien in Tübingen, Germany

With a background in learning and cognition, Pauline is interested in the cognitive processes of reading comprehension and how pictures potentially change these processes, such as knowledge revision during reading.

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.


Rina Miyata Harsch head shot.jpg

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 justification or explanation quality in these processes.


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 use of cognitive strategies in inference making. She also works on designing effective interventions to reduce children’s 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.


Ali Fulsher headshot

Ali FulsherPhD graduate student, psychological foundations: learning and cognition/educational technologies

Ali is interested in the cognitive processes of knowledge acquisition and reading comprehension, as well as effective strategies for reducing misinformation.


Joseph Burey headshot

Joseph BureyPhD graduate student: psychological foundations: learning and cognition/educational technologies

Joseph is interested in the development of educational technologies that serve learners of diverse identities and in the influence of identity on cognitive processing.


Justine Scattarelli headshot

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 Stagnaro headshot

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 Jensen headshot

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 Kang headshot

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.


Jordan Arntz headshot

Jordan ArntzUndergraduate student, psychology and pre-med

With some background in teaching, Jordan is interested in cognitive developments of children and adolescents, with specific interest in how sociological factors impact learning. She is also interested in educational reform and individualized plans for learning for students.

Lab alumni

Sarah CoxMA (2022), psychology: cognitive and brain sciences

Ellen (Elly) OrcuttMA (2022), school psychology
Current position: School psychology intern, Anchorage School District

Savannah WisenhuntBA (2022), psychology and studies in cinema and media cultures

Cat StockleyBA (2021), psychology

Kelsey WillPhD (2022): psychological foundations: learning and cognition/educational technologies
Current position: Researcher, University of Minnesota

Maddie Dagitz BS (2020), psychology and Spanish

Reese Butterfuss PhD (2020): psychological foundations: learning and cognition/educational technologies

Maggie Inah O'Brien BS (2020), psychology with learning technologies minor
Current position: PhD student, University of Illinois at Chicago

Liz Weiers BS (2020), psychology

Joseph Aubele R+L lab manager (2018-2019)
Current position: PhD student, University of California - Irvine

Tyler Szydlo BSc (2018)

Katherine Hock BSc (2018), psychology

Gregory Trevors Post-doctoral fellow (2015-2017), psychological foundations: learning and cognition/educational technologies
Current position: Assistant professor, University of South Carolina

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
Current position: Lecturer, University of Minnesota

Previous visiting 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