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Psychology

D-Index
47
Citations
12012
World Ranking
6082
National Ranking
3303

Research.com Recognitions

  • 2020 - Fellow of the American Psychological Association (APA)
  • 2020 - Fellow of the American Educational Research Association

Overview

Panayiota Kendeou is affiliated with the University of Minnesota in the United States. Their research spans multiple domains within psychology and social sciences, with a significant focus on developmental and educational psychology as well as experimental and cognitive psychology. The primary fields of study for Kendeou include:

  • Psychology
  • Social Sciences

Within these broader fields, their work concentrates on subfields such as:

  • Developmental and Educational Psychology
  • Education
  • Sociology and Political Science
  • Artificial Intelligence
  • Experimental and Cognitive Psychology

Their research topics frequently explore areas including:

  • Reading and Literacy Development
  • Educational Strategies and Epistemologies
  • Misinformation and Its Impacts
  • Education and Critical Thinking Development
  • Visual and Cognitive Learning Processes
  • Cognitive and Developmental Aspects of Mathematical Skills
  • Media Influence and Health

Kendeou has contributed to a range of publications, with frequent appearances in several academic journals. The venues most associated with their work include:

  • Contemporary Educational Psychology
  • Educational Psychology Review
  • Reading and Writing
  • Discourse Processes
  • PsycEXTRA Dataset

Among recent papers authored or co-authored by Kendeou are:

  • "The psychological drivers of misinformation belief and its resistance to correction" (2022), Nature Reviews Psychology
  • "How the Reading for Understanding Initiative's Research Complicates the Simple View of Reading Invoked in the Science of Reading" (2020), Reading Research Quarterly
  • "ED-AI Lit: An Interdisciplinary Framework for AI Literacy in Education" (2023), Policy Insights from the Behavioral and Brain Sciences
  • "Reading Comprehension" (2020), Oxford Research Encyclopedia of Education
  • "The effects of positive and negative emotional text content on knowledge revision" (2020), Quarterly Journal of Experimental Psychology

Kendeou has collaborated extensively with other researchers. Frequent co-authors include:

  • Reese Butterfuss
  • Jasmine Kim
  • Kristen L. McMaster
  • HyeJin Hwang
  • Victoria A. Johnson

In terms of book publications, Kendeou has published works through the Swiss School of Archaeology in Greece, such as "The COVID-19 vaccine communication handbook: A practical guide for improving vaccine communication and fighting misinformation" (2021).

Kendeou holds distinctions as a Fellow of the American Psychological Association (APA) and the American Educational Research Association, both awarded in 2020.

Best Publications

  • Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills

    Panayiota A Kendeou;Paul van den Broek;Mary Jane White;Julie S. Lynch

  • The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts.

    Panayiota Kendeou;Paul van den Broek

  • A Cognitive View of Reading Comprehension: Implications for Reading Difficulties

    Panayiota A Kendeou;Paul Van Den Broek;Anne Helder;Josefine Karlsson

  • Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention

    David N. Rapp;Paul Van Den Broek;Kristen L McMaster;Panayiota A Kendeou

  • Integrating Memory-Based and Constructionist Processes in Accounts of Reading Comprehension

    Paul Van Den Broek;David N. Rapp;Panayiota A Kendeou

  • Simple but complex: components of the simple view of reading across grade levels

    Janet Tilstra;Kristen McMaster;Paul Van Den Broek;Panayiota Kendeou

  • Children's inference generation across different media

    Panayiota Kendeou;Catherine Bohn-Gettler;Mary Jane White;Paul Van Den Broek

  • Cognitive Processes in Comprehension of Science Texts : The Role of Co-Activation in Confronting Misconceptions

    Paul van den Broek;Panayiota Kendeou

  • Reading about energy: The effects of text structure in science learning and conceptual change

    Irene Anna N. Diakidoy;Panayiota Kendeou;Christos Ioannides

  • The Effects of Readers' Misconceptions on Comprehension of Scientific Text

    Panayiota A Kendeou;Paul Van Den Broek

  • The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills

    Julie S. Lynch;Paul van den Broek;Kathleen E. Kremer;Panayiota Kendeou

  • Knowledge Revision Processes in Refutation Texts

    Panayiota Kendeou;Erinn K. Walsh;Emily R. Smith;Edward J. O'Brien

  • The Role of Executive Functions in Reading Comprehension.

    Reese Butterfuss;Panayiota Kendeou

  • Revisiting the simple view of reading

    Panayiota Kendeou;Robert S. Savage;Paul Van den Broek

  • Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening

    Panayiota Kendeou;Julie S. Lynch;Paul van den Broek;Chris A. Espin

  • Updating during reading comprehension: why causality matters.

    Panayiota A Kendeou;Emily R. Smith;Edward J. O'Brien

  • Investigating the Double-Deficit Hypothesis in Greek: Findings From a Longitudinal Study

    Timothy C. Papadopoulos;George K. Georgiou;Panayiota Kendeou

  • Making the right connections: Differential effects of reading intervention for subgroups of comprehenders

    Kristen L. McMaster;Paul van den Broek;Christine A. Espin;Mary Jane White

  • Reading Comprehension: Core Components and Processes

    Panayiota Kendeou;Kristen L. McMaster;Theodore J. Christ

  • Revising what readers know: Updating text representations during narrative comprehension

    David Neil Rapp;Panayiota Kendeou

  • Facilitating conceptual change in astronomy: a comparison of the effectiveness of two instructional approaches

    Irene Anna N. Diakidoy;Panayiota A Kendeou

Frequent Co-Authors

Paul van den Broek
Paul van den Broek Leiden University
David N. Rapp
David N. Rapp Northwestern University
Edward J. O'Brien
Edward J. O'Brien University of New Hampshire
Kristen L. McMaster
Kristen L. McMaster University of Minnesota
George Spanoudis
George Spanoudis University of Cyprus
Krista R. Muis
Krista R. Muis McGill University
Gale M. Sinatra
Gale M. Sinatra University of Southern California
Christine A. Espin
Christine A. Espin Leiden University
Ivar Bråten
Ivar Bråten University of Oslo
George K. Georgiou
George K. Georgiou University of Alberta

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