Testing the Model of a Proficient Academic Reader (onPAR) in a Postsecondary Context

• In Event: Poster Session 3
  In Poster Session: Students' Learning Strategies and Interventions

Abstract

This study tested onPAR of academic literacy. OnPAR assumes that basic literacy skills, metacognition, and motivation contribute to students’ ability to perform on an academic literacy task. Post-secondary students took a battery of general and situational of basic literacy, motivation, and metacognitive skills. The students also took a scenario-based assessment that was designed to measure purpose driven academic literacy. Confirmatory factor analyses revealed that global literacy skills, motivation, and metacognition were separate factors. While only general literacy skills directly predicted academic literacy, the situational measures added additional variance to the model. These results provide support for the onPAR model and suggest the utility of general and situational assessment of the constructs delineated in it.

Authors

• Joe Magliano, Northern Illinois University

• Karyn Higgs, Northern Illinois University

• Stephen M. Tonks, Northern Illinois University

• Alecia Santuzzi, Northern Illinois University

• Tenaha P. O'Reilly, ETS

• Ryan Kopatich, Northern Illinois University

• Daniel Feller, Northern Illinois University

• Melissa N. Ray, Northern Illinois University

• Christopehr P Parker, Northern Illinois University

• John P. Sabatini, ETS