Richard E. Thurlow

Richard E. Thurlow, PhD

  • Associate Professor
  • Coordinator of Technology Resources
  • Coordinator of Doctoral Program: Cognitive Studies in Reading, Center for Education

Programs I Teach

Education

  • PhD, Educational Psychology (Learning and Cognition) (1991)
    University of Minnesota—Twin Cities (MN)
  • BS, Music Education (1974)
    University of Minnesota—Twin Cities (MN)

About Me

After careers as a musician and music teacher, I returned to graduate school to study why some students had more difficulty learning than did others. At Minnesota, I studied with S. Jay Samuels, Paul van den Broek, and Randy Fletcher with a research focus on psycholinguistic theories of reading comprehension.

At Widener, I expanded my interests to include brain development, literacy development and applications of technology in research and instruction. My greatest excitement in teaching comes from the way that working with doctoral students spills over to my teaching of undergraduates and vice versa.

Research Interests

My overarching research interest concerns the nature of comprehension in general, which underlies my interests in reading comprehension and developmental psycholinguistics. My teaching duties continually push me to study current literature in educational psychology, research methods, and statistics. Misunderstanding and misuse of brain research in educational settings has led me to study brain research that is enhancing our understanding of language and reading difficulties so that my students will develop a higher level of sophistication with that literature.

Publications

  • Thurlow, R. (2009). Improving emergent literacy skills: Web destinations for young children. Computers in the Schools, 26, 290–298.
  • Thurlow, R., & van den Broek, P. (1997). Automaticity and inference generation processes during reading comprehension. Reading and Writing Quarterly, 13, 165–181.
  • van den Broek, P., & Thurlow, R. (1991). The role and structure of personal narratives. Journal of Cognitive Psychotherapy: An International Quarterly, 4, 257–274.

Professional Affiliations & Memberships

International Literacy Association (ILA), Keystone State Reading Association (KRSA), Delaware County Reading Association

Awards

  • Service Learning Fellow - Widener University
  • R. Carter Kelso Service Award, Widener/PMC Alumni Association
  • Technology & Literacy Initiative Grant, Raymond Foundation