Members

Panayiota Kendeou

Assistant Professor
Department of Educational & Counselling Psychology
Faculty of Education
McGill University

3700 McTavish Avenue
tel: 514.398.3449
e-mail: panayiota.kendeou(at)mcgill.ca

Membership Status

Principal Member

Research Themes

Language Acquisition
Neural Bases of Language
Visual Language Processing

Areas of Expertise

Discourse Processes, Text Comprehension, Reading Acquisition

Current Research Interests

Professor Kendeou’s research focuses on the investigation of the cognitive processes that support language and memory.  She investigates these processes in the context of reading comprehension by employing three complementary lines of inquiry: experimental investigations, developmental investigations, and computational modeling. In the first line of inquiry (i.e., experimental), she examines the factors that impact comprehension and learning from texts, and specifically, the interactive effects between readers’ individual differences, text properties, and the instructional context in which reading takes place. In the second line of inquiry (i.e., developmental), she examines the development of children’s language and comprehension skills using longitudinal methods.  In the third line of inquiry (i.e., modeling), she uses computational modeling to simulate higher-order processes in the context of reading comprehension.

Selected Publications

  • Kendeou, P., & van den Broek, P. (in press). Interactions between prior knowledge and text structure during comprehension of scientific texts. Memory & Cognition.
  • Rapp, D. N., & Kendeou, P. (in press). Revising what readers know: The effectiveness of refutations as a function of task and content. Memory & Cognition.
  • van den Broek, P., & Kendeou, P. (in press). Cognitive processes in comprehension of
    science texts: The role of co-activation in confronting misconceptions. Applied Cognitive Psychology.
  • Kendeou, P., van den Broek, P., White, M., & Lynch, J. (2007). Preschool and early elementary comprehension: Skill development and strategy interventions. In D. S. McNamara (Ed.) Reading comprehension strategies: Theories, interventions, and technologies, (pp.27-45). Mahwah, NJ: Erlbaum.
  • Kendeou, P., & van den Broek, P. (2005). The effects of readers’ misconceptions on 
    comprehension of scientific text. Journal of Educational Psychology, 97, 235-245.
  • Kendeou, P., Lynch, J. S., van den Broek, P., Espin, C., White, M., & Kremer, K. E. (2005). Developing successful readers: Building early narrative comprehension skills through television viewing and listening. Early Childhood Education Journal, 33, 91-98. 
  • van den Broek, P., Rapp, D. N., & Kendeou, P. (2005). Integrating memory-based and
    Constructionist approaches in accounts of reading comprehension. Discourse Processes, 39, 299-316.

Graduate Students

  • Sandra Fulton Behrens (PhD candidate, co-supervised)

Relevant Links

  • coming soon