Joe Magliano
Professor - Educational Psychology Learning Sciences- Education
Ph.D. in Cognitive Psychology, University of Memphis, 1990-92, Memphis, TN
M.S. in Cognitive Psychology, University of Memphis, 1987-90, Memphis, TN
B.A. in Psychology, University of Dayton, 1983-87, Dayton, OH
- Specializations
Discourse
Comprehension
Individual differences
Computer-based assessment
- Biography
Joe Magliano received his Ph.D. in psychology at the University of Memphis in 1992. He was a professor of psychology at Northern Illinois University from 1996-2018, when he joined the faculty of the Department of Learning Sciences at the College of Education & Human Development at Georgia State University.
His research focuses on the cognitive mechanisms that support the comprehension of different media (texts, films, comics). He has an interest in understanding why some college students struggle with their academic reading activities, developing ways to assess why they struggle, and interventions to support them. He has published extensively on these topics and received external funding to support this research.
- Publications
Magliano, J. P., Millis, K.K., The RSAT Development Team1, Levinstein, I., & Boonthum, C. (2011). Assessing comprehension during reading with the reading strategy assessment Tool (RSAT). Metacognition and Learning, 6, 131-154.
Magliano, J. P., & Graesser, A. C. (2012). Computer-based assessment of student-constructed responses. Behavioral Research Methods, 44, 608-621.
Loschky, L. C. Larson, A. M., Magliano, J. P., & Smith, T. J. (2015). What would Jaws do? The tyranny of film and the relationship between gaze and higher-level narrative film comprehension. Plos One, 10, 1-23.
Magliano, J. P., Larson, A. M., Higgs, K., & Loschky, L. C. (2016). The relative roles of visuospatial and linguistic working memory systems in generating inferences during visual narrative comprehension. Memory & Cognition, 44, 207-219.
Higgs, K., Magliano, J. P., Vidal-Abarca, E., Martínez, T., & McNamara, D. S. (2017). Bridging skill and task-oriented reading. Discourse Processes, 54, 19-39.
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? To Appear in M. F. Schober, M. A. Britt, & D. N. Rapp (Eds) (in Press). Handbook of Discourse Processes (2nd addition), (pp. 343-361) New York: Taylor & Francis.