Dr. Bonnie J. F. Meyer
205 CEDAR Building
University Park, PA 16802
Title
Professor of Education (Educational Psychology)Department
Educational Psychology, Counseling, and Special EducationPrograms
Educational PsychologyBiography
Dr. Meyer studies learning, reading and writing, and decision-making across the lifespan. She also teaches learners of various ages and backgrounds a reading strategy focusing on using the structure in text (the structure strategy) to improve their reading comprehension. Her research team is developing and testing an intelligent tutor to teach the structure strategy (ITSS) to students in Grades 4 - 8 as well as adapting ITSS to English Language Learners and to writing informative and persuasive essays. The U.S. Department of Education's Institute of Education Sciences is funding this research about using and adapting structure strategy instruction through Development and Efficacy grants.
Areas of Expertise
Age Levels
Educational Psychology, Counseling, and Special Education
Education Levels
Education Types
Educational Studies
Individual Difference
Leadership Preparation
Learning
Methodological Research
Social Issues
Special Education
Teacher Preparation
Technology
Office Hours
Spring 2019:
By appointment (please email bjm8@psu.edu to make an appointment)
Education History
BA Washington State University Elementary Education (Highest Honors) MS Cornell University in Educational Psychology PhD Cornell University in Educational PsychologyRepresentative Publications
Partial Listing of Publications
Books
Meyer, B. J. F., Young, C. J., & Bartlett, B. J. (1989). Memory improved: Enhanced reading comprehension and memory across the life span through strategic text structure. Hillsdale, NJ: Lawrence Erlbaum.
Meyer, B. J. F. (1975). The organization of prose and its effects on memory. Amsterdam: North‑Holland.
Articles
Meyer, B. J.F., Wijekumar, K., & Lei, P. (2018). Comparative signaling words generated for expository texts by 4th - 8th graders: Variations by text structure strategy instruction, comprehension skill, and signal word. Reading and Writing: An Interdisciplinary Journal. Volume 31(9 – Special Issue: Text Structure in Reading and Writing), pp. 1937-1968. https://doi.org/10.1007/s11145-018-9871-4
Wijekumar, K., Meyer, B.J.F., Lei, P., Hernandez, A. C., & August, D. L. (2018). Improving content area reading comprehension of Spanish speaking English learners in Grades 4 and 5 using web-based text structure enstruction. Reading and Writing: An Interdisciplinary Journal. Volume 31(9 – Special Issue: Text Structure in Reading and Writing), pp. 1969-1996. https://doi.org/10.1007/s11145-017-9802-9
Follmer, D. J., Fang, S.-Y., Clariana, R., Meyer, B. J. F., & Li, P. (2018). What predicts adult readers’ understanding of STEM texts? Reading and Writing: An Interdisciplinary Journal. 31(1), 185-214.
Wijekumar, K. (K.), Meyer, B. J. F., & Lei, P. (2017). Web-Based Text Structure Strategy Instruction Improves Seventh Graders’ Content Area Reading Comprehension. Journal of Educational Psychology, 109 (6), 741-760.
Wijekumar, K., Meyer, B.J.F., Lei, P., Cheng, W., Xuejun, J., & Joshi, R.M. (2017). Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension with Children in Grades 4 and 5. Journal of Educational Computing Research. 55, 1022-1048. https://doi.org/10.1177/0735633117696909
Dillard, J. P., Meyer, B. J. F., Solomon, D. H., & Manni, A. (2015). Factors Associated With Participation in a Prevention Trial Aimed at Reducing Biomarkers of Breast Cancer Risk. Patient Education and Counseling. DOI: http://dx.doi.org/10.1016/j.pec.2015.01.007
Meyer, B. J. F., & Wijekumar, K. K., (2014). Why fifth- and seventh- graders submit off-task responses to a web-based reading comprehension tutor rather than expected learning responses. Computers & Education, 75, 229-252. http://dx.doi.org/10.1016/j.compedu.2014.02.013.
Wijekumar, K., Meyer, B.J.F., Lei, P., Lin, Y., Johnson, L.A., Spielvogel, J. A., Shurmatz, K. M., Ray, M., & Cook, M. (2014). Multisite Randomized Controlled Trial Examining Intelligent Tutoring of Structure Strategy for Fifth-Grade. Journal of Research on Educational Effectiveness. 7, 331-357. [ISSN: 1934-5747] http://dx.doi.org/10.1080/19345747.2013.853333
Schwartz, A., Mendoza, L., & Meyer, B. (2013/2014). The Impact of Text Structure Reading Strategy Instruction in a Second Language: Benefits Across Languages. The Language Learning Journal. 1-19. http://dx.doi.org/10.1080/09571736.2013.837092
Wijekumar, K. K., Meyer, B. J. F., & Lei, P. (2013). High-fidelity implementation of web-based Intelligent tutoring system improves fourth and fifth graders content area reading comprehension. Computers & Education, 68, 366-379.
Weber, K. M., Solomon, D. H., & Meyer, B. J. F. (2013). A qualitative study of breast cancer treatment decisions: Evidence for five decision-making styles. Health Communication, 39 (4). 408-421. DOI: 10.1080/10410236.2012.713775
Meyer, B. J., Ray, M. N., & Middlemiss, W. (2012). Children’s use of comparative text signals: the relationship between age and comprehension ability. Discours. Revue de linguistique, psycholinguistique et informatique, 10, 1-25.
Wijekumar, K. K., Meyer, B. J. F., & Lei, P. (2012). Large-scale randomized controlled trial with 4th graders using intelligent tutoring of the structure strategy to improve nonfiction reading comprehension. Journal of Educational Technology Research and Development. 2012, 60, 987-1013. DOI: 10.1007/s11423-012-9263-4
Meyer, B. J. F., & Ray, M. N. (2011). Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education (Special Issue on Reading Comprehension), 4(1), 127-152.
Ray, M. N., & Meyer, B. J. F. (2011). Individual differences in children’s knowledge of expository text structures: A review. International Electronic Journal of Elementary Education (Special Issue on Reading Comprehension), 4(1), 67-82.
Meyer, B.J.F., Wijekumar, K.K., Lin, Y. (2011). Individualizing a Web-Based Structure Strategy Intervention for Fifth Graders’ Comprehension of Nonfiction. Journal of Educational Psychology, 103 (1), 140-168.
Meyer, B. J. F., Wijekumar, K., Middlemiss, W., Higley, K., Lei, P., Meier, C., Spielvogel, J., (2010). Web-Based Tutoring of the Structure Strategy With or Without Elaborated Feedbaor Choice for Fifth- and Seventh-Grade Readers. Reading Research Quarterly. 45 (1), 62-92.
Meyer, B. J. F., Talbot, A. P., & Ranalli, C. K. (2007). Why older adults make more immediate treatment decisions about cancer than younger adults. Psychology and Aging, 22, 505-524.
Convertino, G., Farooq, U., Rosson, M.B., Carroll, J. M., & Meyer, B. J. F. (2007). Supporting intergenerational groups in Computer-supported cooperative work (CSCW) Behaviour and Information Technology: Special Issue on Designing Computer Systems for and with Older Users, 26, 275-285.
Wijekumar, K., Meyer, B.J.F., Ferguson, L. & Wagoner, D. (2006). Technology Affordances: The “Real Story” in Research with K-12 and Undergraduate Learners. British Journal of Educational Technology: Special Issue on Technology Effects, 37, 191-209.
Wijekumar, K., & Meyer, B.J.F. (2006). Design and pilot of a web-based intelligent tutoring system to improve reading comprehension in middle school students. International Journal of Technology in Teaching and Learning, 2(1), 36-49.
Middlemiss, W., & Meyer, B. J. F. (2004). Introducing an Intergenerational, Internet-Based Tutoring Program: Meeting Program Challenges. Journal of Intergenerational Relationships, 2, 7-25.
Meyer, B. J. F., & Pollard, C. A. (2003). [Review of] Perspective on human memory and cognitive aging: Essays in honor of Fergus Craik. Contemporary Gerontology, 9(4), 199-201.
Meyer, B. J. F. (2003). Text coherence and readability. Topics in Language Disorders, 23, 204-221.
Meyer, B. J. F., Middlemiss, W., Theodorou, Brezinski, K. L., McDougall, J., & Bartlett, B. J. (2002). Effects of structure strategy instruction delivered to fifth-grade children via the Internet with and without the aid of older adult tutors. Journal of Educational Psychology, 94, 486-519.
Meyer, B. J. F., & Poon, L. W. (2001). Effects of structure strategy training and signaling on recall of text. Journal of Educational Psychology, 93, 141–159.
Meyer, B. J. F., Talbot, A. P., & Florencio, D. (1999). Reading rate and prose retrieval. Scientific Studies of Reading, 3, 303-329.
Meyer, B. J. F., Talbot, A. P., Stubblefield, R. A., & Poon, L. W. (1998). Interest and strategies of young and old readers differentially interact with characteristics of texts. Educational Gerontology, 24, 747-771.
Deegan, D. H., Salisbury, J. D., & Meyer, B. J. F. (1997). Curricular decision-making in the first year of medical education: What can it tell us? Teaching and Learning in Medicine: An International Journal, 9, 103-110.
Meyer, B. J. F., & Poon, L. W. (1997). Age differences in efficiency of reading comprehension from printed versus computer-displayed text. Educational Gerontology, 23, 789-807.
Meyer, B. J. F. (1996). [Review of J. Sinnott’s Interdisciplinary handbook of lifespan learning]. Contemporary Gerontology, 3(1), 31-33.
Meyer, B. J. F., Russo, C., & Talbot, A. (1995). Discourse comprehension and problem solving: Decisions about the treatment of breast cancer by women across the life span. Psychology and Aging, 10, 84‑103.
Meyer, B. J. F., Marsiske, M., & Willis, S. L. (1993). Text processing variables predict the readability of everyday documents read by older adults. Reading Research Quarterly, 28, 234-249.
Rice, G. E., Meyer, B. J. F., & Miller, D. C. (1989). Using text structure to improve older adults' recall of important medical information. Educational Gerontology, 15, 527-542.
Rice, G. E., Meyer, B. J. F., & Miller, D. C. (1988). Relation of everyday activities of adults to their prose recall performance. Educational Gerontology, 14, 147-158.
Rice, G. E., & Meyer, B. J. F. (1986). Prose recall: Effects of aging, verbal ability, and reading behavior. Journal of Gerontology, 41, 469-480.
Rice, G. E., & Meyer, B. J. F. (1985). Reading behavior and prose recall performance of young and older adults with high and average verbal ability. Educational Gerontology, 11, 57-72.
Meyer, B. J. F., & Freedle, R. O. (1984). Effects of discourse type on recall. American Educational Research Journal, 21, 121-143.
Meyer, B. J. F. (1983). Challenge given to identify and study interesting questions about memory: A review of Memory Observed by Ulric Neisser. Contemporary Education Review, 2, 60-62.
Britton, B. K., Glynn, S., Meyer, B. J. F., & Penland, M. (1982). Use of cognitive capacity in reading text: Effects of variations in surface features of text with underlying meaning held constant. Journal of Educational Psychology, 73, 51-61.
Meyer, B. J. F. (1982). Reading research and the composition teacher: The importance of plans. College Composition and Communication, 33, 37-49.
Meyer, B. J. F. (1982). Mapping out the reader's contribution to prose comprehension: A review of Prose comprehension beyond the word by Arthur C. Graesser. Contemporary Psychology: A Journal of Reviews, 27, 714-715.
Meyer, B. J. F., & Rice, G. E. (1982). The interaction of reader strategies and the organization of text. Text, Interdisciplinary Journal for the Study of Discourse, 2, 155-192.
Meyer, B. J. F., & Rice, G. E. (1981). Information recalled from prose by young, middle, and old adult readers. Experimental Aging Research, 7, 253-268.
Walker, C. H., & Meyer, B. J. F. (1980). Integrating different types of information in text. Journal of Verbal Learning and Verbal Behavior, 19, 263-275.
Meyer, B. J. F., Haring, M. J., Brandt, D. M., & Walker, C. H. (1980). Comprehension of stories and expository test. Poetics: International Review for the Theory of Literature, 9, 203-211.
Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1980). Use of the top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16, 72-103.
Britton, B. K., Meyer, B. J. F., Hodge, M., & Glynn, S. (1980). Effects of organization of text on memory: Tests of retrieval, selective attention, and conversational contract hypotheses. Journal of Experimental Psychology: Human Learning and Memory, 6, 620-629.
Walker, C. H., & Meyer, J. F. (1980). Integrating information from text: An evaluation of current theories. Review of Educational Research, 50, 421-437.
Britton, B. K., Meyer, B. J. F., Simpson, R., Holdredge, T. S., & Curry, C. (1979). Effects of the organization in text on memory: Tests of two implications of a selective attention hypothesis. Journal of Experimental Psychology: Human Learning and Memory, 5, 496-506.
Bartholomew, R., & Meyer, B. J. F. (1976, January). Developing and evaluating learning devices for children with learning disabilities: An interdisciplinary approach. The Peabody Journal of Education, 121-124.
Meyer, B. J. F. (1975). Identification of the structure of prose and its implications for the study of reading and memory. Journal of Reading Behavior, 7, 7-47.
McConkie, G. W., & Meyer, B. J. F. (1974, July). Investigation of reading strategies: II. A replication of payoff condition effects. Journal of Reading Behavior, 6, 151-158.
Meyer, B. J. F., & McConkie, G. W. (1973). What is recalled after hearing a passage? Journal of Educational Psychology, 65, 109-117.
Parts of Books
Meyer, B. J. F., & Wijekumar, K. K. (2016). Intelligent Tutoring of the Structure Strategy: A Reading Strategy Tutor. In S. A., Crossley & D. S. McNamara (Eds.), Adaptive Educational Technologies for Literacy Instruction, pp. 82-103. New York, NY: Routledge Publishers, Taylor & Francis Group.
Wijekumar, K. K., Harris, K. R., Graham, S., & Meyer, B. J. F. (2016). We-Write: A Web-Based Intelligent Tutor for Supporting Elementary Classroom Teachers in Persuasive Writing Instruction. In S. A. Crossley & D. S. McNamara (Eds.), Adaptive Educational Technologies for Literacy Instruction, pp. 184-203. New York, NY: Routledge Publishers, Taylor & Francis Group.
Wijekumar, K., Harris, K., Graham, S., & Meyer, B.J.F. (2016). Improving persuasive writing with a teacher-managed web-based intelligent tutoring system implementing self-regulated strategies development. In Robert K. Atkinson (Ed.)Intelligent Tutoring Systems: Structure, Applications and Challenges. Hauppauge, NY: Nova Science Publishers.
Wijekumar, K., Meyer, B.J.F., Harris, K., Graham, S., Lei, P.-W., Beerwinkle, A. (2016). Comparing Learning Outcomes and Implementation Factors from Student- Managed vs. Teacher-Managed Intelligent Tutoring Systems. In R. K. Atkinson (Ed.), Intelligent Tutoring Systems: Structure, Applications and Challenges (pp. 175-200). Hauppauge, NY: Nova Science Publishers, Inc.
Wijekumar, K. & Meyer, B. J. F. (2013). Comprehension using the strategic organization of text aided by a Web-based intelligent tutoring system: A text and computer-based mindtool. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. C. Herring. Learning, Problem Solving, and Mind Tools, 126-138. New York, NY: Routledge Publishers – Taylor & Francis Group.
Meyer, B. J. F., Ireland, J. J., & Ray, M. N. (2013). Applying the Structure Strategy to Write Persuasive Texts. In J. C. Richards and C. Lassonde (Eds.), Writing Strategies for All Students in Grades 4-8: Scaffolding’ Independent Writing through Differentiated Mini Lessons, pp. 126-136. Thousand Oaks, CA: Corwin, A SAGE Company.
Meyer, B. J. F. (2013). Intelligent tutors – Strategy types. In J.A.C. Hattie and E.M. Anderman (Eds.), International Guide to Student Achievement. pp. 289-291. New York, NY: Routledge Publishers, Taylor & Francis Group.
Meyer, B. J. F., & Wijekumar, K. (2007). A Web-Based Tutoring System for the Structure Strategy: Theoretical Background, Design, and Findings. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies, pp. 347-375. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Meyer, B. J.F. & Pollard, C. (2006). Applied Learning and Aging: A Closer Look at Reading Comprehension. In J. E. Birren and K. Warner Schaie (Eds.) Handbook of the Psychology of Aging, Sixth Edition, pp. 233-260. New York: Academic Press.
Meyer, B.J.F. & Poon, L.W. (2004) Effects of Structure Strategy Training and Signaling on Recall of Text. In Robert B. Ruddell and Norman J. Unrau (Eds.) Theoretical Models and Processes of Reading, Fifth Edition, pp. 810-851. Newark, Delaware: International Reading Association.
Wijekumar, K., Meyer, B., Felix, D. & Walker, D. (2003). Creating Web-Based Intelligent Tutoring Systems Using the .net Infrastructure: A Case Study. In A. Rossett (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003, pp. 2494-2497. Chesapeake, VA: AACE.
Meyer, B. J. F., Talbot, A. P., Poon, L. W., & Johnson, M. M. (2001). Effects of structure strategy instruction on text recall of older African American Adults. In J. L. Harris, A. Kamhi, & K. Pollock (Eds.), Literacy in African Americans communities (pp. 233-263). Mahwah, NJ: Erlbaum.
Meyer, B. J. F. (1999). The importance of text structure in everyday reading. In A. Ram & K. Moorman (Eds.), Understanding language understanding: Computational models of reading (pp. 227-252). Cambridge, MA: MIT Press.
Meyer, B. J. F., & Talbot, A. P. (1998). Adult age differences in reading and remembering text and using this information to make decisions in everyday life. In M. C. Smith & T. Pourchot (Eds.), Adult learning and development: Perspectives from educational psychology (pp. 179-200). Hillsdale, NJ: Erlbaum.
Poon, L. W., Meyer, B. J. F., Johnson, M. M., Elsner, R. J. F. Talbot, A. P., & Hetrick, C. J. (1997, April). A conceptual introduction: Understanding the contributions of working memory capacity and processing speed in prose memory for young and older adults. In C. A. Noble & R. J. F. Elsner (Eds.), An odyssey in aging (pp. 111-122). Athens, GA: University of Georgia Gerontology Center.
Johnson, M. M., Elsner, R. J. F., Poon, L. W., Meyer, B. J. F., Yang, B., Smith, G., Noble, C. A., Talbot, A. P., Hetrick, C. J., Stubblefield, R. A., Puskar, D., Edmondson, J., & Shaffer, S. C. (1997, April). Building a model to test the capacity-speed hypotheses. In C. A. Noble & R. J. F. Elsner (Eds.), An odyssey in aging (pp. 123-141). Athens, GA: University of Georgia Gerontology Center.
Elsner, R. J. F., Johnson, M., Poon, L. W., & Meyer, B. J. F. (1997, April). Comparison of linear structural equation models and their implications for prose reading retention. In C. A. Noble & R. J. F. Elsner (Eds.), An odyssey in aging (pp. 143-153). Athens, GA: University of Georgia Gerontology Center.
Meyer, B. J. F. (1995). Inferencing. In A. C. Purves (Ed.), Encyclopedia of English studies and language arts. New York: Scholastic Inc.
Meyer, B. J. F., Young, C. J., & Bartlett, B. J. (1993). Reading comprehension and the use of text structure across the adult life span. In S. R. Yussen & M. C. Smith (Eds.), Reading across the life span (pp. 165-192). NY: Springer-Verlag.
Meyer, B. J. F. (1992). An analysis of a plea for money. In W. C. Mann & S. A. Thompson (Eds.), Discourse description: Diverse linguistic analyses of a fund raising text (pp. 79-108). Amsterdam: John Benjamins.
Meyer, B. J. F., & Rice, G. E. (1989). Prose processing in adulthood: The text, the reader, and the task. In L. W. Poon, D. C. Rubin, & B. A. Wilson (Eds.), Everyday cognition in adulthood and later life (pp. 157-194). New York: Cambridge University Press.
Meyer, B. J. F. (1987). Following the author's top-level structure: An important skill for reading comprehension. In R. Tierney, J. Mitchell, & P. Anders (Eds.), Understanding readers' understanding. Hillsdale, NJ: Erlbaum.
Meyer, B. J. F. (1987). Reading comprehension and aging. In K. W. Schaie (Ed.), Annual review of gerontology and geriatrics (Vol. 7, pp. 93-115). New York: Spring.
Meyer, B. J. F. (1985). Signaling the structure of text. In D. H. Jonassen (Ed.), The technology of text (pp. 64-89). Englewood Cliffs, NJ: Educational Technology.
Meyer, B. J. F. (1985). Prose analysis: Purposes, procedures, and problems. In B. K. Britton & J. Black (Eds.), Analyzing and understanding expository text (pp. 11-64, 269-304). Hillsdale, NJ: Erlbaum.
Meyer, B. J. F. (1984). Text dimensions and cognitive processing. In H. Mandl, N. Stein, & T. Trabasso (Eds.), Learning and comprehension of text. Hillsdale, NJ: Erlbaum.
Meyer, B. J. F. (1984). Organizational aspects of text: Effects on reading comprehension and applications for the classroom. In J. Flood (Ed.), Promoting reading comprehension. Newark, DE: International Reading Association.
Meyer, B. J. F., & Rice, G. E. (1984). The structure of text. In P. D. Pearson (Ed.), Handbook of reading research (pp. 319-352). New York: Longman.
Meyer, B. J. F. (1983). Text structure and its use in studying comprehension across the adult life span. In B. A. Hutson (Ed.), Advances in reading/language (Vol. 2). Greenwich, CT: JAI Press.
Meyer, B. J. F., & Rice, G. E. (1983). Learning and memory from text across the adult life span. In J. Fine & R. O. Freedle (Eds.), Developmental studies in discourse (pp. 291-306). Norwood, NJ: Ablex.
Meyer, B. J. F. (1981). Basic research on prose comprehension: A critical review. In D. F. Fisher & C. W. Peters (Eds.), Comprehension and the competent reader: Inter-specialty perspectives. New York: Praeger.
Meyer, B. J. F. (1979). Organizational patterns in prose and their use in reading. In M. L. Kamil & A. J. Moe (Eds.), Reading research studies and applications (pp. 109-117). Clemson, SC: Mason.
Meyer, B. J. F. (1977). What is remembered from prose: A function of passage structure. In R. Freedle (Ed.), Discourse production and comprehension (pp. 307-336). Norwood, NJ: Ablex.
Meyer, B. J. F. (1977). The structure of prose: Effects on learning and memory and implications for educational practice. In R. C. Anderson, R. Spiro, & W. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 179-200). Hillsdale, NJ: Erlbaum.
Meyer, B. J. F. (1977). Organization in prose and memory: Research with application to reading comprehension. In P. D. Pearson (Ed.), Reading, theory, research and practice (pp. 214-220). Clemson, SC: Mason.
Grants
A major collaboration began with professors at Penn State University Park and two branch campuses to develop and study online instruction in reading comprehension. Collaboration to design and examine Intelligent Tutoring of the Structure Strategy (ITSS) included Kausalai (Kay) Wijekumar in the College of Information Sciences and Technology at Penn State Beaver – (now Professor of Teaching, Learning, & Culture at Texas A&M University); Wendy Middlemiss, College of Human Development at Penn State Shenango and now at the University of Northern Texas; Barb van Horn from Adult Literacy at Penn State as well as Pui-wa Lei, Rayne Sperling, and Jonna Kulikowich in Educational Psychology at Penn State. A related current collaborative effort involves adapting ITSS to English language learners in grades 4, 5, and 6 in Texas and New Mexico (Spanish as first language). Collaborators are Kay Wijekumar (PI) – Penn State Beaver Information Science & Technology (now TAMU) (PI) and others: Pui-wa Lei at Penn State, Joanna Williams at Teachers College and Ana Schwartz at the University of Texas El Paso. Currently I am also collaborating with Penn State professors and investigators associated with other universities or school district about writing. Collaborators include Kay Wijekumar, Professor of Teaching, Learning, & Culture at Texas A&M University; Pui-wa Lei at Penn State; Karen Harris & Steven Graham at the Arizona State University, College of Education; Jennifer Ireland in the Sumner School District. Relevant IES grants with various subsets of these colleagues are listed below.
Intelligent Tutoring Using the Structure Strategy to Improve Reading Comprehension of Middle School Students, Institute of Education Sciences in the US. Department of Education Grant R305G030072, Principal Investigator, 8/15/03 - 8/14/08, $1,266,018 (collaborators: Wijekumar, Middlemiss, van Horn, Lei, and Sperling).
Efficacy and Replication Research on the Intelligent Tutoring System for the Structure Strategy -- Rural and Suburban Schools Grades 4, 5, 7, and 8. Co-Principal Investigator, U.S. Department of Education Institute of Education Sciences – Efficacy Grant R305A080133, 7/1/08 - 6/30/2013, $3,001,019. (collaborators: Wijekumar, Lei, and Kulikowich).
Improving Reading Comprehension of Middle Grades English Language Learners by Combining Structure Strategy with Web-Based Adaptive Tutoring for ELLearners (SWELL). Co-Principal Investigator, U.S. Department of Education Institute of Education Sciences – Development Grant R305A120593, 7/1/2012 - 6/30/2015, $1,497,191.
Development of a web-based writing partner (We-Write Persuasively) to improve writing persuasive essays for 5th grade students. Co-Principal Investigator, U.S. Department of Education Institute of Education Sciences – Development Grant R305A130327, 7/1/2013 - 6/30/2016, $1,489,755.
Historical List of Past Projects
Effects of Different Discourse Types on Recall, Educational Testing Service, Princeton, NJ, 9/1/74-9/1/75, $1,150.
Use of Organization in Prose Across the Adult Life Span, National Institute of Mental Health. Principal Investigator, 12/1/78-5/31/81, $70,000.
Comprehension and Use of Prose in Middle and Later Years, National Institute on Aging. Principal Investigator, 10/1/82-11/30/86, $154,029.
Older Adults' Memory for Written Medical Information, National Institute on Aging. Co-Principal Investigator, 12/31/85-12/31/87, $126,197.
Minimizing Age Differences in Reading: How and Why, National Institute on Aging. Principal Investigator, 1/1/94-12/31/98, $806,734.
Intergenerational Internet Tutoring for Reading Comprehension: Preparation of Tutors, Penn State Outreach Partnership Fund. Principal Investigator, 1/1/00-8/30/00, $2,780.
Incorporating Technology into Intergenerational Tutoring, Penn State Child, Youth, and Family Consortium Level II Proposal. Co-Principal Investigator, 2/9/00- 6/3/01, $17,190.
Intelligent Tutoring Using the Structure Strategy to Improve Reading Comprehension of Middle School Students, Institute of Education Sciences in the US. Department of Education Grant R305G030072, Principal Investigator, 8/15/03 -8/14/08, $1,266,018.
Intelligent Tutoring for the Structure Strategy in Intermediate Unit 1 with Students Grade 4 –12; Claude Worthington Benedum Foundation: Gift to Penn State Beaver, Co-Principal Investigator, 1/1/05 – 5/31/06, $169,500
Collaborative Information Behavior during Breast Cancer Treatment Decisions. Co-investigator, Penn State Social Science Research Institute Level I Funding, 9/20/07-9/19/08, $4,000. Co-investigators at Penn State University Park in the College of Liberal Arts are James Dillard and Denise Solomon Professors in the Communication and Professor Robert Schrauf in Applied Linguistics.
Understanding Breast Cancer Patients’ Decisions to Participate in Clinical Trials. Penn State Hershey Cancer Institute. Co-Investigator. 1/1/2010 – 6/30/2013; $15,000. Co-investigators at UP are James Dillard & Denise Solomon Professors in Communication and Professor Robert Schrauf in Applied Linguistics.
Decision Making in Cancer. Penn State Social Science Research Institute Level II Funding. Co-Principal Investigator, 12/9/10 - 6/30/13, $18,000. Co-investigators at UP are James Dillard & Denise Solomon Professors in Communication and Professor Robert Schrauf in Applied Linguistics.
Activities and Honors
Fellow in American Psychological Association Fellow Division 15
Fellow in American Psychological Association Fellow Division 20
Fellow in American Psychological Association Fellow Division 3
Fellow in Association for Psychological Science
Fellow in American Educational Research Association
Arizona State University Faculty Achievement/Research Award, 1982
ESEA Title IV Fellowship in Educational Research, 1970-73
International Association of Applied Psychology
National Alpha Lambda Delta Honor Fellow, 1971-72
National Mortar Board Scholarship, 1970-71
National Reading Conference
Phi Kappa Phi
Pi Lambda Theta
Recognition Award for Top Five Senior Women in Academics and Service, WSU, 1970
Sigma Xi
Spurs
Washington State University, graduate with Highest Honors, 1970
Meyer, Brandt, & Bluth (1980) was cited in the top 5 highest citations of the Reading Research Quarterly, publication of the International Reading Association, from 1965 to 2014 on the occasion of the journal’s golden (50tj) anniversary and 200th published issue. Article by Reutzel, D. R., & Mohr, K. A. J. (2015). 50 Years of Reading Research Quarterly (1965-2014: Looking Back, Moving Forward. Reading Research Quarterly. 50 (1) 13-35. Article first published online: 27 OCT 2014
DOI: 10.1002/rrq.
American Educational Research Association (Fellow)
Chair, Convention Program, Division C, 1981
Chair, Convention Program, Division C-1, 1980
Nominating Committee for Division C, 1983-84
Reviewer, Division C convention proposals, 1978-80, 1984, 1990-2010
Secretary, Division C, 1981-83
Association for Psychological Science (Fellow)
American Psychological Association (Fellow)
Fellow, Division 15 and Division 20 and Division 3
Division 15 Member-at-Large, 1995-97, 2000-2003
Treasurer, 1997-2000
Editor, Division 15, 1981-84
Executive Committee, Division 15, 1995-2003
Mentor for Graduate Seminar at 2004 Convention
Reviewer, Division 15 Convention Programs for 2011, 2012, 2013
Council Representative, 1984-88
Council Representative Alternate, 1988
International Reading Association
NICHD/IRA Meeting on Comprehension Research, 2004
Comprehension and Learning Committee, 1986-88
Reviewer for Conventions, 1981, 1986, 1987, 1988
Reviewer for Elva Knight Research Grant, 1984
Editorial Boards and Manuscript Reviews
American Educational Research Journal
Aging and Cognition, Reviewer
Aging, Neuropsychology, and Cognition, Reviewer
Applied Linguistics, Reviewer
Applied Psycholinguistics, Reviewer 2014-
Cognition and Instruction, Board Member, 1982-1994, Reviewer
Cognitive Psychology
Computers & Education
Contemporary Educational Psychology
Developmental Psychology
Discourse Processes: A Multidisciplinary Journal, Editorial Board Member, 1976-present
Educational Psychologist, Editorial Board Member, 1986-88
Experimental Aging Research
Standing Review Board of the Humanities and Social Science Panel of the Research Grants Council (RGC) of Hong Kong, China March 12, 2013 to January 31, 2015; February 1, 2015 to January 31, 2017
International Journal of Behavioral Development, Reviewer
Learning and Individual Differences, Reviewer 2013
International Journal of English and Literature, Reviewer 2012
International Electronic Journal of Elementary Education, Reviewer 2011
Journal of Educational Psychology, Editorial Board Member, 1990-1995, Reviewer 2000-present
Journal of Educational Research, Consulting Editor 2013-2014
Journal of Experimental Child Psychology
Journal of Experimental Education, Reviewer 2013-
Journal of Experimental Psychology: Applied, Reviewer 2014-
Journal of Gerontology, Reviewer, 1986-present
Journal of Reading Behavior, Editorial Board Member, 1978-83
Journal of Reading, Editorial Board Member, 1977-79
Journal of Research in Reading, Reviewer, 2013, 2014-
Lawrence Erlbaum Associates
Memory and Language
MIT Press
National Institute of Education
National Reading Conference Yearbook, Reviewer, 1976-78, 1989-1996
National Science Foundation Grant Reviewer, 1983-1990, 2008
National Institute of Aging
Editorial Board of the Open Journal of Medical Psychology, February 23, 2013-
Psychology and Aging, Reviewer, 1990-present
Psycho-Oncology, 2008-2010
Reading and Writing: An Interdisciplinary Journal, Reviewer 2002-2008
Reading Research Quarterly, Reviewer, 1980-present
Research Council of Canada
Scientific Committee 8th International Workshop on Multidisciplinary Approaches to Discourse 2010.
Transactions on Speech and Language Processing, Reviewer, 2010
Southeastern Center for Applied Cognitive Aging Research Seed Grant Program, Reviewer
The Society for Research on Educational Effectiveness (SREE), Reviewer for SREE 2015 Conference, Learning Curves: Creating and Sustaining Gains from Early Childhood through Adulthood to be held in Washington, D.C. from March 5-7, 2015
Consulting
Ginn and Company, 1984
Center for the Study of Reading on the Reading Adoption Guidelines Project, 1984-85
Centre for Second Language Learning, University of Ottawa, 1988
Examiner, Master of Arts students at Deakin University, Victoria, Australia, 1988
Stanford University, 1987-89
Penn State, 1989-90
Gerontology Center, The University of Georgia, 1989-90
Hong Kong Research Grants Council External Reviewer, 2013-2015
SPRY (Setting Priorities for Retirement) Foundation
Constella Group READ Panel for the 2004 Institute of Education sciences (IES) peer review
College Board for new SAT in the areas of reading and writing, 2004
Carnegie Grant on reading comprehension assessment, PI Donald Deshler, 2005-2006
Columbia University on structure strategy instruction, PI Joanna Williams, 2007 - 2013
Constella Group READING & WRITING Panel for the 2008 Institute of Education sciences Advisory Committee for NSF proposal about intergenerational learning of math and computer technology with workforce STEM experts and middle-school students.
Progress in International Reading Literacy (PERLS): Reading Comprehension Expert Panel Washington, DC November 2011
Collaboration with Prof. PhD. DrSc. Arturas Kaklauskas; Chairman of the Department of Construction Economics and Property Management Director of the Research Institute of Smart Building Technologies;Vilnius Gediminas Technical University (VGTU); Sauletekio al. 11, LT-10223 Vilnius, Lithuania. RE: The development of the planned ATEN system for increasing student learning by integrating affective and conative variables with multimodal biometric and intelligent methodologies and technologies.
Advisory Board for proposed project, Technology-Enabled Science System for Improving Elementary Science Education. Contact Dr. Wayne Ward, Principal Scientist Bould Language Tecnologies in Boulder, Colorado.
Consultant on proposed project with the Las Cruces, New Mexico Public School District to develop a longitudinal tracking system for District English Language learners.