Conceptual Framework and Overview of the Handbook

Perin, Dolores

doi:10.1002/9781119261407.ch0

Cited by 6 publications

(14 citation statements)

References 48 publications

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“…The current study extends the work by MacArthur et al (2016) to include BW and FYC students and validate an instrument that includes the constructs of goals, self-efficacy, beliefs, and affect. It expands research on motivation beyond self-efficacy, which has received the most attention in motivational research (Bruning & Kauffman, 2016; Perin, 2020). The study examined patterns of responses among higher- and lower-achieving college writers to examine the sensitivity of the instrument to detect such differences.…”

Section: Discussionmentioning

confidence: 99%

“…In both studies, most of the dropouts were not due to failing a course but rather to not taking the next course in the sequence or dropping out before even starting the sequence. As shown by the dropout data, BWs face motivational challenges (MacArthur et al, 2015; Perin, 2020). MacArthur et al (2016) designed and examined a questionnaire measure of motivation with writers who attended lower-level ( n = 45) and higher-level ( n = 88) basic writing courses.…”

Section: Basic Writingmentioning

confidence: 99%

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Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect

Philippakos

Wang²,

MacArthur

2021

J Learn Disabil

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The purpose of the study was to validate a writing motivation questionnaire that consists of four scales for first-year college writers including students with low writing skills in basic writing classes and students in typical first-year composition (FYC), to investigate differences between these two groups and to examine the relationship of motivational constructs with writing quality. Participants were 371 college students (142 in basic writing classes and 229 in FYC). Students completed a 49-item motivation questionnaire with scales for goal-orientation, self-efficacy, beliefs, and affect about writing and wrote an argumentative essay. Confirmatory factor analysis provided evidence for the structural construct validity of all scales for both groups. Statistically significant differences between basic writers and FYC students were found on self-efficacy for grammar and strategies and on beliefs about the importance of substance and mechanics. Structural equation modeling found statistically significant positive relationships of essay quality with all three self-efficacy scales and belief about the importance of substance to good writing, as well as negative relationships with avoidance goal orientation and belief in the importance of mechanics. Limitations and implications for motivation and instruction of basic writing students and of adults with learning disabilities are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Basic Writingmentioning

confidence: 99%

Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect

Philippakos

Wang²,

MacArthur

2021

J Learn Disabil

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“…Higher education faces a crisis in that a number of students do not read at a proficiency level necessary to be successful in their courses (National Assessment of Educational Progress [NAEP], 2015; National Center for Education Statistics [NCES], 2019; Perin, 2020) and ultimately fail to graduate with a degree (Bailey et al, 2010). College readiness to read certainly has an impact on the successful completion of reading literacy assignments associated with coursework.…”

mentioning

confidence: 99%

“…More broadly, it may also affect the development of disciplinary-specific, higher-level literacy skills important for college and career success that are often acquired through participation in college courses (Goldman et al, 2016; Shanahan & Shanahan, 2008). This problem is a particular challenge in open access institutions (i.e., institutions with no admissions criteria; consequently, all students are admitted) where a large percentage of students may need supplemental support in reading literacy (Bailey, 2009; Perin, 2020). Unfortunately, developmental literacy programs designed to support reading literacy outcomes have a poor track record of success (Bailey et al, 2016; Crisp & Delgado, 2014) and consequently are being defunded or are undergoing dramatic changes in how their support is being provided (Cormier & Bickerstaff, 2020).…”

mentioning

confidence: 99%

“…We have argued that finding ways to help struggling college readers, including those referred to developmental programs, requires research directed at understanding the psychological factors that are associated with success in a variety of different literacy activities that occur in college (Feller et al, 2020; Magliano et al, 2020; Perin, 2020). We have distinguished between the foundational skills that support the act of reading (word recognition, morphological knowledge, vocabulary, and sentence processing) and higher-level inferences skills (bridging between texts constituents, elaborating based on relevant prior knowledge).…”

mentioning

confidence: 99%

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Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers

et al. 2022

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There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whether there were thresholds in proficiencies in foundational skills, (b) whether students falling below the thresholds were disproportionately in developmental literary programs (i.e., institutionally designated as underprepared), and (c) the implications of being below the thresholds on engaging in strategic processing during reading. College students were administered assessments of foundational literacy skills, text comprehension, and strategic processing of texts. The sample included students who were enrolled in developmental literacy programs and students who were not. There were thresholds found in the foundational skills associated with word-, sentence-, and discourse-level processing. Participants below these thresholds were represented disproportionately by students determined to be underprepared for college and assigned to developmental literacy programs. Finally, students falling below the thresholds demonstrated lower reading strategy scores than students above the threshold.

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Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence

McCarthy,

Yan

2023

Policy Insights from the Behavioral and Brain Sciences

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Although reading in the digital age looks different than in the past (e.g., on a screen, shorter texts spread across multiple sources), reading continues to be a central part of everyday life. Research in reading comprehension shows that this type of modern reading requires more complex knowledge building inference processes that are difficult for many adolescents and adults. Constructive and personalized learning activities can support readers’ knowledge building. Researchers have been using artificial intelligence (AI) to make these types of activities more effective and accessible. Emerging directions and considerations also result from the introduction of generative AI. Increased collaboration across researchers, developers, educators, and policymakers would afford empirically supported research, development, and implementation that can keep pace with the quickly evolving technological landscape.

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Conceptual Framework and Overview of the Handbook

Cited by 6 publications

References 48 publications

Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect

Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect

Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers

Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence

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