Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
Key outcomes
People and institutions involved
IES program contact(s)
Products and publications
Products
Book chapters
Magliano, J. P., McCrudden, M. T., Rouet, J. F., & Sabbatini, J. (2018). The Modern Reader: Should Changes to How We Read Affect Research and Theory? in M. F. Schober, M. A. Britt, & D. N. Rapp (Eds) (2018). Handbook of Discourse Processes (2nd addition), (pp. 343-361) New York: Taylor & Francis.
Magliano, J. P., Higgs, K., & Clinton, J. A. (2019). Sources of Complexity in Comprehension Across Modalities of Narrative Experience. In M. Grishokova & M. Poulaki (Eds.) Cognition and Narrative Complexity. Lincoln, NE: University of Nebraska Press.
Magliano, J. P., Hastings, P., Kopp, K., Blaum, D., and Hughes, S. (2018) Computer-based Assessment of Essays Based on Multiple Documents: Evaluating the Use of Sources. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.) Handbook of Multiple Source Use. New York, NY: Routledge.
Wigfield, A., Tonks, S. M., and Eccles, J. S. (2018). Expectancy-Value Theory in Cross-Cultural Perspective: What Have We Learned in the Last 15 Years? In D. M. McInerney & G. A. D. Liem (Eds.), Research on Sociocultural Influences on Motivation and Learning Volume 4: Big Theories Revisited (2nd Edition). Greenwich, CT: Information Age Press.
Journal articles
Feller, D. P., Kopatich, R. D., Lech, I., & Higgs, K. (2020). Exploring Reading Strategy use in Native and L2 Readers. Discourse Processes, 57(7), 590-608.
Feller, D. P., Magliano, J., Sabatini, J., O'Reilly, T., & Kopatich, R. D. (2020). Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers. Discourse Processes, 57(5-6), 473-490.
Kopatich, R. D., Magliano, J. P., Millis, K. K., Parker, C. P., & Ray, M. (2019). Understanding how Language-specific and Domain-general Resources Support Comprehension. Discourse Processes. 56, 530-552.
Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S. M., O'Reilly, T., Sabatini, J., ... & Parker, C. (2020). Testing the Inference Mediation Hypothesis in a Post-Secondary Context. Contemporary Educational Psychology, 61 101867.
Magliano, J. P., Lampi, J. P., Ray, M., & Chan, G. (2020). Revealing the Comprehension Processes of Underprepared College Students: An Evaluation of the Reading Strategies Assessment. Journal of College Literacy and Learning, 46. 104-122.
In addition to disseminating study findings to educational scientists via published manuscripts in peer reviewed journals and presentations at professional conferences, this research was disseminated to the general public in the context of blog articles posted to the Wide Wide World of Psychology, hosted on www.psychologytoday.com. A web-based version of the Reading Strategy Assessment Tool was created that can be made available to the research community.
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Supplemental information
Co-Principal Investigators: Santuzzi, Alecia; Tonks, Stephen; O'Reilly, Tenaha; Sabatini, John
Publicly available data: The data for this project is available on Open Science Framework (Link: https://osf.io/5pgrc/)
- Students who are underprepared vary in their strengths and challenges, and as such may need different types of support (Feller et al., 2020; Magliano, Lampi, et al., 2020, Magliano, Higgs, et al., 2020).
- There are complex relationships between basic literacy skills (reading, inference), motivation, and metacognition (Kopatich et al. 2019; Magliano, Higgs, et al., 2020).
- The nature of literacy tasks matters and affects how students leverage strategies that they use (Feller et al., 2020; Magliano, Higgs, et al., 2020).
Malleable Factor: The PAR model features several components, including basic literacy (such as vocabulary, syntactic processing skills, and basic comprehension), text modeling (such as the ability to generate inferences while reading), metacognition (students' ability to consciously choose cognitive strategies), and motivation (students' ability to put forth the appropriate amount of energy to complete a task). The current development reading curriculum at the university uses an approach that aligns with the PAR model. This reading course also teaches students how to apply various literacy practices and strategies across disciplines (such as psychology and history) to accomplish authentic academic tasks (such as preparing for tests, writing papers).
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