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.
"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."
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.
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 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 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 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.
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 is interested in the cognitive processes of knowledge acquisition and reading comprehension, as well as effective strategies for reducing misinformation.
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 is interested in the role of emotion in cognition during reading and assessment using intelligent tutoring systems.
Kyle is interested in developing higher order thinking in pre-readers and applied research in knowledge acquisition and the reduction of misinformation.
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 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.
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.