Jennifer G. Cromley

Jennifer G. Cromley, Ph.D.
Assoc. Professor of Educational Psychology
Dept. of Psychological, Organizational, & Leadership Studies in Education

Ritter Annex 201
1301 Cecil B. Moore Ave.
College of Education
Philadelphia, PA 19122

phone/fax: (215) 204-8094 / (215) 204-6013
jcromley@temple.edu

Education

  • Ph.D. Human Development, University of Maryland College Park
  • B.A., Work Studies (Special Divisional Major), Yale University

Areas of Professional Interest

  • Reading comprehension
  • Adolescent literacy
  • Vocabulary
  • Self-regulated learning
  • Computers as MetaCognitive tools
  • Applied educational statistics and measurement

Recent Scholarship

Cromley, J. G., & Azevedo, R. (2005). What do reading tutors do?: A naturalistic study of more- and less-experienced tutors in reading. Discourse Processes, 40(2), 83-113.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D., & Green, J. A. (in press). Using computers as MetaCognitive tools to foster students' self-regulated learning with hypermedia. Technology, Instruction, Cognition and Learning.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Green, J. A. (2005). Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional Science, 33, 381-412.

Cromley, J. G. (2005). Metacognition, cognitive strategy instruction, and reading in adult literacy. Review of Adult Learning and Literacy, 5, 187-204.

Cromley, J. G., & Azevedo, R. (2005, August). Evidence Supporting the Direct and Inferential MEdiation (DIME) Model of Reading Comprehension. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.

Cromley, J. G., & Azevedo, R. (2005, June). Coordinating think-aloud data with the DIME model of reading comprehension. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Toronto, Ontario, CA.

Cromley, J. G., & Azevedo, R. (2005, April). Testing the fit of four variations of the Inferential Mediation model of reading comprehension. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, CA.

Cromley, J. G., & Azevedo, R. (2005). Testing the validity of three measures of strategy use in reading. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, CA.

Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535.

Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.

Cromley, J. (2000). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. Washington, DC: National Institute for Literacy.