Select Page

Bonnie J.F. Meyer's 2017 Presidential Theme


From Newsletter for Educational Psychologists, Summer 2016:

“As President of Division 15 for the August 2016 – August 2017 term, I welcome all fellows, members, and affiliates. I am grateful for the opportunity to serve you and our organization this year as President. WELCOME educational psychologists as we:

W Wisely wield scientific methods to advance
E Education and psychology to promote
L Lifespan learning, through
C Cultivating research funding and
O Openness to ideas, collaborators, methods; we are
M Motivated to design, evaluate, replicate, and apply interventions about conative, affective, and cognitive aspects of learning in varying contexts with various learners, grounded in our
E Enduring strong history, rooted in Thorndike’s love of data and theory, and our commitment to growing colleagues.


I enthusiastically promote seeking and mentoring new members and students and self-identification as educational psychologists for researchers with interests in the intersection of psychology and education, regardless of the name of their current position or department. As educational psychologists, we have excellent analytical skills, research traditions, theories, and creativity to move forward with good research and sound educational applications in K-12 schools and beyond in our communities.”

Dr. Bonnie J.F. Meyer is a Professor of Educational Psychology at The Pennsylvania State University. She is a fellow in APA Divisions 15, 20, and 3, APS, and AERA. She has served as PI or Co-PI on four NIH grants (1978-1998), five IES grants (2003-2019), and a NFS grant (2015- 2018). Her research focuses on reading comprehension at Grades 4–9 as well as reading comprehension and medical decision-making across the adult lifespan. Those interested may find Dr. Meyer’s complete biography and selected publications here.

Dr. Bonnie J.F. Meyer

The Posts

Individualized Comprehension Instruction in K-2

By Panayiota (Pani) Kendeou & Kristen McMaster

Is It Mind Reading? Interpreting Inference Interference

By Ben Seipel, with Gina Biancarosa, Sarah E. Carlson, and Mark L. Davison