Joseph Magliano
Associated IES Content
Grant
Exploring the onPAR Model in Developmental Literacy Education
Higher education faces a crisis in that a number of students who start college are not sufficiently ready to read to be successful in their courses. Being underprepared to read has negative implications on students' likelihood of obtaining a degree and obtaining a successful career. Consequently, institutions of higher education invest money and resources to help under prepared students. This project was conducted under the assumption that these efforts are facilitated with a clear understan...
Federal funding program:
Award number:
R305A150193
Grant
Assessing Reading Comprehension with Verbal Protocols and Latent Semantic Analysis
In this project, the researchers proposed to develop and test a new automated on-line reading strategy assessment tool called the Reading Strategy Assessment Tool (R-SAT). In the early 2000s, research suggested that students' difficulty with reading does not arise from a deficient in component language skills, such as word decoding, but from not being able to form coherent representations of the text. Readers who adopt a low standard of coherence read passively, creating a sparse and perhaps...
Federal funding program:
Award number:
R305G040055
FY2012
Reading, Writing, and Language Development FY2012
FY2015
Reading, Writing, and Language Development FY2015
FY2016
Reading, Writing, and Language Development FY2016
FY2018
Reading, Writing, and Language Development FY2018
FY2022 - FY2023
Reading, Writing, and Language Development
Grant
Understanding Adaptive Problem-Solving Skills in a Digital Context for Low-Skilled Adults in the United States
In this project, the researchers will explore the prevalence and nature of the challenges adults with low foundational skills (reading, numeracy) may face when engaging with digital assessments relative to adults with higher foundational skills. Adults with low foundational skills account for a sizable and non-ignorable proportion of the U.S. population, and the percent of adults who also have low digital skills is also significant. According to a 2019 NCES report, roughly 64 percent of U.S....
Federal funding program:
Award number:
R305A240292
Grant
Scenario-Based Assessment in the Age of Generative AI: Making Space in the Education Market for Alternative Assessment Paradigm
The purpose of this project is to create a generative artificial intelligence (gen-AI) enhanced authoring tool for scenario-based assessments (SBAs). SBAs place knowledge and skills into a scenario or practical context so that test-takers can be both observers of and active participants in their own performance, building on a body of IES funded investments in developing and validating SBAs. This creates the opportunity for a reflective, metacognitive, and self-regulatory loop that enables ...
Federal funding program:
Award number:
R305T240021
Grant
Using Computational Linguistics to Detect Comprehension Processes in Constructed Responses across Multiple Large Data Sets
The purpose of this project is to better understand student coherence building, which students use to develop a coherent mental model of a text. Understanding text is a vital activity, enabling us to fully engage in our communities, whether through printed advertisements, electronic messaging, or signs for highway navigation. Students who struggle with coherence building have difficulty achieving deep comprehension. Using previously collected data sets, researchers will examine coherence-bui...
Federal funding program:
Award number:
R305A190063
Grant
Developing a Deeper Understanding of the Cognitive Processes that Drive Multiple Text Comprehension
There is increased interest in students' processing of multiple documents (MD), in part due to the explosion of information and texts readily available in our modern, technology-driven society. Having a better understanding of the processes involved in this complex task and the strategies that lead to improvements in MD comprehension is critical for developing effective interventions and instructional approaches. The purpose of this project is to explore the benefits of self-explanation (i.e...
Federal funding program:
Award number:
R305A180144
FY2013
FY2013 Single-Session Peer Review Panel
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Reading for Understanding Across Grades 6 through 12: Evidence-Based Argumentation for Disciplinary Learning
Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction) defines reading for understanding in adolescence as the ability to engage in evidence-based argumentation across multiple texts and supports its learning in three disciplines: history, science, and English literature. Disciplinary literacy involves complex critical analysis processes as well as close attention to text. The research team proposes a model that captures these processes while attending to the psycho...
Federal funding program:
Award number:
R305F100007
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
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