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The Learning Research and Development Center (LRDC) is home to multidisciplinary research on human learning and education. Our research spans a wide range, from the neural bases of learning and memory through literacy, language, reasoning, and STEM learning, the social and developmental contexts that affect educational attainment and equity, and large-scale efforts for educational improvement. We are pleased to share some of our research with the University of Pittsburgh community and the wider learning and educational sciences communities through these occasional reports.
LRDC Research News is prepared by Elizabeth Rangel, LRDC Director of Communications. See the LRDC website for more on Center research.
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IFL and Pittsburgh Public Schools Create National Model
The Institute for Learning has launched an exciting project partnering with the Pittsburgh Public School District to create a new model for English Language Arts improvement. Read about the partnership here.
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Insight into Reading Skills in Adults with Cerebellar Stroke
The cerebellum is essential for learning new reading skills. LRDC researchers investigated how cerebellar stroke affects reading abilities in adults. Read a summary.
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Home-Language Use in Class Supports Math Achievement
Home-language use in math classrooms enables students to reason in the language they are most comfortable with before moving to English. Read about the research.
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Instilling Self-Compassion in Classroom Teachers
New teachers often experience a “reality shock” as they awaken to the disparity between their own professional expectations and the realities of teaching. Early career intervention timing is critical. Details here.
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New NSF Grant
LRDC has received a National Science Foundation Research Experience for Undergraduates grant for training in the learning sciences. More here.
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LSET Hub Receives Momentum Grant
The LSET hub received a Pitt momentum teaming grant to advance Pitt's initiatives in human-centered emergent technologies in teaching and learning. Details on the grant here.
See the LSET Hub website for information on the Hub's partners and initiatives here.
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February 24 - Pitt Day of Giving
Mark your Calendars! On February 24, 2026, LRDC will participate in the Pitt Day of Giving. More details to come. All gifts support student initiatives.
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LRDC authors in bold.
Bruett, H. & Coutanche, M.N. (2025). The neural consequences of semantic composition. Journal of Cognitive Neuroscience.
Chrabaszcz, A., & Fiez, J.A. (2025). Established and emergent reading skills in adults with cerebellar stroke: Evidence of phonological alexia. Cerebellum.
Coelho, R., & McCollum, A. (2025). Illuminating socially distributed identity resources in student writing through artificial intelligence to support the design of culturally informed learning experiences. Discourse Processes.
Miller, P., Podvysotska, T., Jones, E., Hanson, J. L., & Votruba-Drzal, E. (2025). How family assets and debts relate to children's achievement and behavior problems across development. Social Development.
Ortega-LLebaria, M. & Nagao, J. (2025). When pitch falls short: Reinforcing prosodic boundaries to signal focus in Japanese. Languages.
Rubio, J., Schunn, C.D., Castleman, S., & Robles, B. (2025). Home language use in mathematics classrooms supports processing, not just input-output work. Language and Education.
Stout, C. D., Maheux, A. J., Fraundorf, S., & Choukas-Bradley, S. (2025). Hair today, gone tomorrow:Investigating adolescent body hair attitudes, satisfaction, and removalpractices. Sex Roles: A Journal of Research.
Tiv, M., Ennis, S., Fernandez, L., Bhaskar, R., & Porter, S. (2025). Examining heterogeneity in racial identification among Middle Eastern and North African peoples in the American Community Survey. Self and Identity.
Walsh, M. E., & Schunn, C. D. (2025). Reconceptualizing framing theory for adaptive teaching expertise: The role of strategic and expansive framing. Educational Psychologist.
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