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

How do we improve reading comprehension and learning? Dr. Kendeou designs and researches technology-based, comprehension instruction, interventions, and assessments for young and older readers.

    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

        How do we improve reading comprehension and learning?

        Dr. Kendeou designs and researches technology-based, comprehension instruction, interventions, and assessments for young and older readers. This includes Project Inference Galaxy funded by the Institute of Education Sciences (young readers) and Project iSTART-Early (older readers).

        How do we reduce the impact of misinformation and improve science communication?

        Dr. Kendeou designs experiments to determine the conditions that promote successful revision of misinformation and pre­existing beliefs (Mercury Project).

        Dr. Kendeou is part of a global network of interdisciplinary researchers who are experts on misinformation. Learn more about this global network and their work on debunking and on science communications about vaccinations.

        How do we mobilize AI and learning analytics to improve learning?

        Dr. Kendeou uses technology and learning analytics to improve learning in reading, science, and computer science (Project iCODE). She also examines AI Literacy.

        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