Using the Proficient Academic Reader Framework to Predict College Students' Literacy Skills Over Time (Poster 55)

• In Event: AERA Poster Session Eleven
  In Poster Session: Cognitive and Motivational Processes: Poster Session Four

Abstract

This study used the Proficient Academic Reader (PAR) framework to explore predictors of college students’ literacy skills over and above foundational skills (e.g., decoding, vocabulary) before and after they took a reading study strategies course (at time one and time two). Students’ task awareness and motivation while engaging in a scenario-based literacy assessment were significantly predictive of their performance at time one. At time two, students’ awareness, motivation, and strategic reading skills (elaborative inferencing) were uniquely predictive of the literacy assessment. The results from this study support using the PAR framework to understand college reading readiness. Additional randomized controlled trial intervention studies are warranted to explore if factors of the PAR framework are malleable to classroom instruction

Authors

• Gal Kaldes, Georgia State University
  Presenting Author

• Joseph Magliano, Georgia State University
  Non-Presenting Author

• Karyn Higgs, Northern Illinois University
  Non-Presenting Author

• Alecia Santuzzi, Northern Illinois University
  Non-Presenting Author

• Jodi P Lampi, Northern Illinois University
  Non-Presenting Author