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Citations since 2016
2 Research Items
I'm broadly interested in reading, psycholinguistics, memory, metacognition, comprehension, learning, and their intersections. My research has specifically looked at the role of text cohesion in comprehending and integrating text. I'm currently researching how readers develop illusions of comprehension and how learner's awareness of their reading ability and knowledge influences their ability to learn from new text.
August 2017 - April 2022
University of Pittsburgh
- PhD Student
- As a graduate student researcher, I worked on projects related to digital and health literacy. As a teaching assistant and fellow, I have worked with introduction to psychology, research methods, human sexuality, and graduate-level statistics.
January 2013 - August 2017
City University of New York - Kingsborough Community College
- Used a student-centered teaching model to improve the reading and writing skills of both native English speakers and English as a second language learners in order to get them prepared for college-level work. My teaching model focused students' attention on how "thinking" happens through carefully scaffolded lessons over the course of ~60 classes.
August 2009 - August 2011
- Taught rhetorical writing, editing, and research strategies to mostly incoming community college students. Created a student-centered learning environment and designed a syllabus and lesson plan that maintained continuity throughout the semester while also providing students with exposure to a variety of forms of literature, from critical essays to poetry and music.
Eye tracking and event-related potentials (ERPs) have complementary advantages in the study of reading processes. We used eye tracking to extend ERP evidence of Helder et al. (2020) that word-to-text integration at the beginnings and ends of sentences is primarily determined by local text factors (antecedents in a previous sentence) but that global...
Across three experiments, we investigated how different markers of contrastive focus affect text encoding and retention. Prior work suggests that some contrastive focus markers (e.g. contrastive pitch accents) can enhance long-term memory for discourse; we tested whether this arises from contrast alone or the realisation of linguistic focus in part...
The goal of this project is to test the role of comprehension monitoring on the selection of appropriate learning material and subsequent learning from text. The project further considers the role of attention and perceptions of text difficulty in developing false representations of text (i.e., misunderstanding text).