Publication Date
| In 2025 | 1 |
| Since 2024 | 3 |
| Since 2021 (last 5 years) | 9 |
Descriptor
Author
| Joseph P. Magliano | 9 |
| Danielle S. McNamara | 5 |
| Kathryn S. McCarthy | 5 |
| Daniel P. Feller | 3 |
| Laura K. Allen | 3 |
| Alecia Santuzzi | 2 |
| Gal Kaldes | 2 |
| Jodi Lampi | 2 |
| John P. Sabatini | 2 |
| Karyn Higgs | 2 |
| Katerina Christhilf | 2 |
| More ▼ | |
Publication Type
| Reports - Research | 9 |
| Journal Articles | 7 |
| Tests/Questionnaires | 1 |
Education Level
| Higher Education | 7 |
| Postsecondary Education | 7 |
| High Schools | 2 |
| Secondary Education | 2 |
| Two Year Colleges | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 3 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkDanielle S. McNamara; Micah Watanabe; Linh Huynh; Kathryn S. McCarthy; Larua K. Allen; Joseph P. Magliano – Grantee Submission, 2023
Writing an integrated essay based on multiple-documents requires students to both comprehend the documents and integrate the documents into a coherent essay. In the current study, we examined the effects of summarization as a potential reading strategy to enhance participants' multiple-document comprehension and integrated essay writing.…
Descriptors: Reading Strategies, Reading Comprehension, Essays, Scores
Gal Kaldes; Karyn Higgs; Jodi Lampi; Alecia Santuzzi; Stephen M. Tonks; Tenaha O'Reilly; John P. Sabatini; Joseph P. Magliano – Reading and Writing: An Interdisciplinary Journal, 2025
The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation predicted college students' literacy skills over and above foundational skills (e.g., decoding, vocabulary). Specifically, the current research investigated the unique contribution of the PAR constructs to…
Descriptors: College Students, Student Motivation, Literacy, Reading Skills
Gal Kaldes; Karyn Higgs; Jodi Lampi; Alecia Santuzzi; Stephen M. Tonks; Tenaha O'Reilly; John P. Sabatini; Joseph P. Magliano – Grantee Submission, 2024
The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation predicted college students' literacy skills over and above foundational skills (e.g., decoding, vocabulary). Specifically, the current research investigated the unique contribution of the PAR constructs to…
Descriptors: College Students, Student Motivation, Literacy, Reading Skills
Kayrn P. Higgs; Alecia M. Santuzzi; Cody Gibson; Ryan D. Kopatich; Daniel P. Feller; Joseph P. Magliano – Grantee Submission, 2023
Reading is typically guided by a task or goal (e.g., studying for a test, writing a paper). A reader's task awareness arises from their mental representation of the task and plays an important role in guiding reading processes, ultimately influencing comprehension outcomes and task success. As such, a better understanding of how task awareness…
Descriptors: Reading Comprehension, Reading Strategies, Task Analysis, Mediation Theory
Danielle S. McNamara; Natalie Newton; Katerina Christhilf; Kathryn S. McCarthy; Joseph P. Magliano; Laura K. Allen – Grantee Submission, 2023
Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers' comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to…
Descriptors: Metacognition, Reading Comprehension, Inferences, Reading Strategies
Danielle S. McNamara; Natalie Newton; Katerina Christhilf; Kathryn S. McCarthy; Joseph P. Magliano; Laura K. Allen – Discourse Processes: A Multidisciplinary Journal, 2023
Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers' comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to…
Descriptors: Metacognition, Reading Comprehension, Inferences, Reading Strategies
Kathryn S. McCarthy; Eleanor F. Yan; Laura K. Allen; Allison N. Sonia; Joseph P. Magliano; Danielle S. McNamara – Grantee Submission, 2022
Few studies have explored how general skills in both reading and writing influence performance on integrated, source-based writing. The goal of the present study was to consider the relative contributions of reading and writing ability on multiple-document integrative reading and writing tasks. Students in the U.S. (n=94) completed two tasks in…
Descriptors: Individual Differences, Reading Skills, Writing Skills, Reading Strategies
Daniel P. Feller; John Sabatini; Joseph P. Magliano – Discourse Processes: A Multidisciplinary Journal, 2024
This study was conducted to better understand the difficulties faced by underprepared college readers, including those enrolled in Developmental Education (DE) programs. The Reading Systems Framework was used as a theoretical motivation. Participants (n = 258) completed a measure of component reading skills (Study Aid and Reading Assessment, word…
Descriptors: College Readiness, Developmental Studies Programs, Reading Skills, Predictor Variables
Joseph P. Magliano; Lauren Flynn; Daniel P. Feller; Kathryn S. McCarthy; Danielle S. McNamara; Laura Allen – Grantee Submission, 2022
The goal of this study was to assess the relationships between computational approaches to analyzing constructed responses made during reading and individual differences in the foundational skills of reading in college readers. We also explored if these relationships were consistent across texts and samples collected at different institutions and…
Descriptors: Semantics, Computational Linguistics, Individual Differences, Reading Materials
