My research interests focus on comprehension and learning from text--particularly informational text. I investigate discussion as a context for comprehension instruction as well as the role of tasks in mediating student learning from text. I am also interested in supporting the vocabulary development of students as a way to mediate their comprehension of complex texts.
I am currently refining a tool for teacher candidates to use in analyzing a text and developing ways for candidates to use the results of that analysis in planning text-based discussions. I am also working on an intervention with middle school students that engages them in using multiple sources in history to learn about the historical practices of sourcing, contextualizing, corroborating, and close reading.
Kucan, L., & Cho, B-Y. (in press). "Were there any black people in Johnstown?" An investigation of culturally relevant pedagogy in service of supporting disciplinary literacy learning in history. Urban Education.
Kucan, L., Rainey, E., & Cho, B-Y. (in press). Engaging middle school students in disciplinary literacy through culturally relevant historical inquiry. Journal of Adolescent and Adult Literacy.
Rimbey, M., & Kucan, L. (in press). Implementation as a dynamic process: A case study of teacher sensemaking of a cross-content vocabulary intervention. Journal of Education.
Rissling, K., & Kucan, L. (in press). Negotiating practicum experiences in a reading specialist preparation program. Reading Horizons.
Cho, B. -Y., Han, H., & Kucan, L. (in press). An exploratory study of middle school learners' historical reading in an Internet environment. Reading and Writing.
Kucan, L., & Palincsar, A. S. (2017). Text analysis: Critical component of planning for text-based discussion focused on comprehension of informational texts. Literacy Research and Instruction, 57(2), 100-116.