Panayiota Kendeou
Panayiota Kendeou
Professor of Educational Psychology, University of Minnesota
Verified email at umn.edu - Homepage
Title
Cited by
Cited by
Year
Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills.
P Kendeou, P Van den Broek, MJ White, JS Lynch
Journal of Educational Psychology 101 (4), 765-778, 2009
6922009
The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts
P Kendeou, P Van Den Broek
Memory & cognition 35 (7), 1567-1577, 2007
4982007
Integrating memory-based and constructionist processes in accounts of reading comprehension
P Van den Broek, DN Rapp, P Kendeou
Discourse Processes 39 (2-3), 299-316, 2005
4652005
Higher-order comprehension processes in struggling readers: A perspective for research and intervention
DN Rapp, P Broek, KL McMaster, P Kendeou, CA Espin
Scientific studies of reading 11 (4), 289-312, 2007
4572007
A cognitive view of reading comprehension: Implications for reading difficulties
P Kendeou, P Van Den Broek, A Helder, J Karlsson
Learning disabilities research & practice 29 (1), 10-16, 2014
3572014
Simple but complex: Components of the simple view of reading across grade levels
J Tilstra, K McMaster, P Van den Broek, P Kendeou, D Rapp
Journal of research in reading 32 (4), 383-401, 2009
3172009
Cognitive processes in comprehension of science texts: The role of co‐activation in confronting misconceptions
P Van Den Broek, P Kendeou
Applied Cognitive Psychology: The Official Journal of the Society for …, 2008
3022008
Children's inference generation across different media
P Kendeou, C Bohn‐Gettler, MJ White, P Van Den Broek
Journal of research in reading 31 (3), 259-272, 2008
3012008
Assessment of comprehension abilities in young children
P Van Den Broek, P Kendeou, K Kremer, J Lynch, J Butler, MJ White, ...
Children's reading comprehension and assessment, 125-148, 2005
2752005
Reading about energy: The effects of text structure in science learning and conceptual change
IAN Diakidoy, P Kendeou, C Ioannides
Contemporary Educational Psychology 28 (3), 335-356, 2003
2742003
The Effects of Readers' Misconceptions on Comprehension of Scientific Text.
P Kendeou, P van den Broek
Journal of Educational Psychology 97 (2), 235, 2005
2512005
Developing successful readers: Building early comprehension skills through television viewing and listening
P Kendeou, JS Lynch, P Van Den Broek, CA Espin, MJ White, KE Kremer
Early Childhood Education Journal 33 (2), 91-98, 2005
2062005
The development of narrative comprehension and its relation to other early reading skills
JS Lynch, P Van Den Broek, KE Kremer, P Kendeou, MJ White, EP Lorch
Reading Psychology 29 (4), 327-365, 2008
2032008
Revisiting the simple view of reading
P Kendeou, R Savage, P Van den Broek
British Journal of Educational Psychology 79 (2), 353-370, 2009
1982009
Investigating the double-deficit hypothesis in Greek: Findings from a longitudinal study
TC Papadopoulos, GK Georgiou, P Kendeou
Journal of Learning Disabilities 42 (6), 528-547, 2009
1752009
Updating During Reading Comprehension: Why Causality Matters.
P Kendeou, ER Smith, EJ O'Brien
Journal of Experimental Psychology: Learning, Memory, & Cognition 39, 854-865, 2013
1732013
Facilitating conceptual change in astronomy: A comparison of the effectiveness of two instructional approaches
IAN Diakidoy, P Kendeou
Learning and Instruction 11 (1), 1-20, 2001
1662001
Knowledge Revision Processes in Refutation Texts
P Kendeou, EK Walsh, ER Smith, EJ O'Brien
Discourse Processes 51, 374-397, 2014
1572014
The Knowledge Revision Components (KReC) framework: Processes and mechanisms.
P Kendeou, EJ O'Brien
MIT Press, 2014
1522014
When a reader meets a text: The role of standards of coherence in reading comprehension
P van den Broek, C Bohn-Gettler, P Kendeou, S Carlson, MJ White
Text relevance and learning from text, 123-140, 2011
1512011
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