College of Education and Human Development

Department of Educational Psychology

People

Panayiota (Pani) Kendeou

  • Pronouns: she, her, hers

  • Distinguished McKnight University Professor, Guy Bond Chair in Reading

Dr. Kendeou is driven to understand and improve reading comprehension and learning with AI, while also identifying conditions that can reduce the impact of misinformation and misconceptions in our information ecosystem.

    DEGREES

    PhD, University of Minnesota

      AREAS OF INTEREST
      • Reading comprehension
      • AI, digital, and media literacy
      • Misinformation
      • Cognitive processes
      • Science of learning
      • Educational technology
      • Learning analytics
        BIOGRAPHY

        Dr. Panayiota (Pani) Kendeou is a Distinguished McKnight University Professor and Guy Bond Chair in Reading in the Department of Educational Psychology at the University of Minnesota. Dr. Kendeou directs the Reading + Learning Lab and co-directs the CEHD Learning Informatics Lab. In her research program, Dr. Kendeou develops theoretical models that explain how students learn during reading, and uses those models to design and test innovative, AI technologies that transform instruction and improve learning. The significance of her approach is in the development of theoretically oriented work and its translation into school-based practical applications. Dr. Kendeou has published extensively and her work has received numerous awards. She has also published a book on Misinformation and Fake News in Education and works on developing tools that teach news and digital literacy skills in young students. Dr. Kendeou’s work has been featured in national and local media, including The Guardian, Healthline, VICE, Voice of America, Morning Consult, Star Tribune, MplsStPaul Magazine, and KSTP Channel 5 News. Dr. Kendeou is currently the Editor of the Journal of Educational Psychology and serves on the editorial boards of Scientific Studies of Reading, Contemporary Educational Psychology, Learning and Instruction, Educational Psychologist, Educational Psychology Review, and Reading Research Quarterly. She is a fellow of the American Psychological Association (APA), the American Educational Research Association (AERA), and the Society for Text and Discourse (ST&D).

        Director of the Reading + Learning Lab

        Co-director of the Learning Informatics Lab

          PUBLICATIONS

          (Selected publications. Complete list available at Experts@Minnesota and Google Scholar.)

          Allen, L. K., & Kendeou, P. (2024). ED-AI Lit: An Interdisciplinary Framework for AI Literacy in Education. Policy Insights from the Behavioral and Brain Sciences, 11(1), 3-10.

          Hattan, C., & Kendeou, P. (2024). Expanding the science of reading: Contributions from educational psychology. Educational Psychologist, 59(4), 217–232. https://doi.org/10.1080/00461520.2024.2418048

          Kendeou, P., & *Johnson, V. (2024). The Nature of Misinformation in Education. Current Opinion in Psychology, 55,101734

          McMaster, K. L., Kendeou, P., *Kim, J., & *Butterfuss, R. (2023). Efficacy of a technology-based early language comprehension intervention (TeLCI): A randomized control trial. Journal of Learning Disabilities. https://doi.org/10.1177/00222194231182974

          *Harsch, R., & Kendeou, P. (2023). Learning from Refutation Texts about Scientific Topics with Analogical and Causal Explanations. Contemporary Educational Psychology, 73, 102172.

          *Hwang, H. & *Orcutt, E., *Reno, E., *Kim, J., *Harsh, R., McMaster, K., Kendeou, P., & Slater, S., (2023). Making the most of read-alouds to support primary-grade students’ inference-making. The Reading Teacher, 77, 167-177.

          *Kim, J., *Hwang, H., *Burey, J., McMaster, K. L., & Kendeou, P. (2023). Supporting Inference-Making During COVID-19 through Individualized Scaffolding and Feedback: A Natural Experiment. Reading & Writing, 36, 467-490.

          Hwang, H., McMaster, K., & Kendeou, P. (2023). A Longitudinal Investigation of Directional Relations between Domain Knowledge and Reading in the Elementary Years. Reading Research Quarterly, 58, 59-77.

          *Johnson, V., *Butterfuss, R., *Kim, J., *Orcutt, E., *Harsch, R., & Kendeou, P. (2022). The ‘Fauci Effect’: Reducing COVID-19 Misconceptions and Vaccine Hesitancy Using an Authentic Multimodal Intervention. Contemporary Educational Psychology

          Ecker, U., Lewandowsky, S., Cook, J., Schmid, P., Fazio, L., Brashier, N., Kendeou, P., Vraga, E., & Amazeen, M. (2022). Drivers of Misinformation Belief and its Resistance to Correction. Nature Reviews Psychology,1, 13-29.

          *Butterfuss, R., Kendeou, P., McMaster, K. L., *Orcutt, E., & Bulut, O. (2022). Question Timing, Language Comprehension, and Executive Function in Inferencing. Scientific Studies of Reading, 26, 61-78.

          *Trevors, G., Bohn-Gettler, C., & Kendeou, P. (2021). The Effects of Experimentally Induced Emotions on Revising Common Vaccine Misconceptions. Quarterly Journal of Experimental Psychology, 74, 1966-1980.

          *Trevors, G., & Kendeou, P. (2020). The Effects of Positive and Negative Emotional Text Content on Knowledge Revision. Quarterly Journal of Experimental Psychology, 73 (9), 1326-1339.

          *Butterfuss, R., *Aubele, J. D., & Kendeou, P. (2020). Hedged language and partisan media influence belief in science claims. Science Communication, 42, 147-171.

          *Butterfuss, R., & Kendeou, P. (2020). Reducing Interference from Misconceptions: The Role of Inhibition in Knowledge Revision. Journal of Educational Psychology. 112, 782-794.

          *Will, K., Vlach, H., & Kendeou, P. (2019). The Effects of Refutation Texts on Generating Explanations. Learning and Individual Differences, 69, 109-115.

          Fleury, V. P., *Trevors, G., & Kendeou, P. (2019). Public perception of autism treatments: The role of credibility and evidence. Journal of Autism and Developmental Disabilities, 49, 1876-1886.

          *Beker, K., *Kim, J., *Van Boekel, M., van den Broek, P., & Kendeou, P. (2019). Refutation Texts Enhance Spontaneous Transfer of Knowledge. Contemporary Educational Psychology, 56, 67-78.

          Kendeou, P., *Butterfuss, R., *Kim, J., & *Van Boekel, M. (2019). Knowledge Revision Through the Lenses of the Three-Pronged Approach. Memory & Cognition, 47, 33-46.

          *Butterfuss, R., & Kendeou, P. (2018). The role of executive functions in reading comprehension. Educational Psychology Review, 30, 801-826.

          *Trevors, G., Kendeou, P., *Butterfuss, R. (2017). Emotions in knowledge revision. Discourse Processes, 54 (5-6), 406-426.

          *Trevors, G., Kendeou, P., Bråten, I., & Braasch, J. L. G., (2017). Adolescents’ epistemic profiles in the service of knowledge revision. Contemporary Educational Psychology, 49, 107-120.

          Kendeou, P., *Butterfuss, R., *Van Boekel, M., & O’Brien, E. J. (2017). Integrating relational reasoning and knowledge revision during reading. Educational Psychology Review, 29, 27-39.

          *Van Boekel, M., Lassonde, K., O’Brien, E. J., & Kendeou, P. (2017). Source credibility and the processing of refutation texts. Memory & Cognition, 45, 168-181.

          Kendeou, P., McMaster, K. L., & Christ, T. J. (2016). Reading Comprehension: Core Components and Processes. Policy Insights from the Behavioral and Brain Sciences, 3, 62-69.

          Kendeou, P., Braasch, J. L. G., & Bråten, I. (2016). Optimizing conditions for learning: Situating refutations in epistemic cognition. Journal of Experimental Education, 84, 245-263.

          Kendeou, P. (2015). A general inference skill. In E. J. O’Brien, A. E. Cook, & R. F. Lorch, Jr (Eds.),Inferences during reading (pp. 160-181). Cambridge: Cambridge University Press.

          Kendeou, P., & O’Brien, E. J. (2014). The Knowledge Revision Components (KReC) Framework: Processes and Mechanisms. In D. N. Rapp & J. L. G. Braasch (Eds.) Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences (pp. 353-377). Cambridge, MA: MIT Press.

          Kendeou, P., *Walsh, E., *Smith, E. R., & O’Brien, E. J. (2014). Knowledge Revision Processes in Refutation Texts. Discourse Processes, 51, 374-397.

          Kendeou, P. (2014). Validation and comprehension: An integrated view. Discourse Processes, 51, 189-200.

          Kendeou, P., van den Broek, P., *Helder, A., & *Karlsson, A. K. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29, 10-16.

          Kendeou, P., *Smith, E. R., & O’Brien, E. J. (2013). Updating During Reading Comprehension: Why Causality Matters. Journal of Experimental Psychology: Learning, Memory, & Cognition, 39, 854-865.

          Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. (2009). Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills. Journal of Educational Psychology, 101, 765-778.

          Kendeou, P., Bohn-Gettler, C., White, M., & van den Broek, P. (2008). Children’s inference generation across different media. Journal of Research in Reading, 31, 259-272.

          Kendeou, P., & van den Broek, P. (2007). Interactions between prior knowledge and text structure during comprehension of scientific texts. Memory & Cognition, 35, 1567-1577.

          Kendeou, P., & van den Broek, P. (2005). The effects of readers’ misconceptions on comprehension of scientific text. Journal of Educational Psychology, 97, 235-245.

            *Student co-author

          Panayiota (Pani) Kendeou