Effects of keyword generation and peer collaboration on metacomprehension accuracy in middle school students

Pao, Lisa S.

doi:10.7916/d8hx19tv

Cited by 1 publication

(1 citation statement)

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“…Some studies have also combined two or more interventions simultaneously to measure their joint influence (e.g., Griffin, Wiley, et al, 2019;Martin, Nguyen, & McDaniel, 2016). In these studies, participants in the experimental condition received more than one kind of intervention, such as rereading plus selfexplaining (S. Chen, 2010), delayed-keyword-generation plus collaborative learning (Pao, 2014), test expectancy manipulation plus self-explaining (Griffin, Wiley, et al, 2019), and so on (Martin et al, 2016). These effects were classified into a single categoryintervention combinationsas each of these combinations has been exposed to few investigations.…”

Section: Intervention Combinationsmentioning

confidence: 99%

Mind the Gap Between Comprehension and Metacomprehension: Meta-Analysis of Metacomprehension Accuracy and Intervention Effectiveness

Yang¹,

Zhao

Yuan

et al. 2022

Review of Educational Research

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Research has consistently demonstrated that learners are strikingly poor at metacognitively monitoring their learning and comprehension of texts. The aim of the present meta-analysis is to explore three important questions about metacomprehension: (a) To what extent can people accurately discriminate well-learned texts from less well learned ones? (b) What are the (meta)cognitive causes of poor metacomprehension accuracy? and (c) What interventions improve the accuracy of metacomprehension judgments? In total, the meta-analysis integrated 502 effects and data from 15,889 participants across 115 studies to assess these questions. The results showed a weighted mean correlation of .178 for nonintervention effects. Many interventions were shown to be effective, such as delayed summary writing and delayed keyword generation. In addition, combining different interventions tended to generate additive benefits. The findings support the transfer-appropriate monitoring account, the situation model framework, and the poor-comprehension theory as explanations for why metacomprehension accuracy is typically poor. Practical implications are discussed.

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Section: Intervention Combinationsmentioning

confidence: 99%