Delayed diagram completion improves students' relative monitoring accuracy of text comprehension compared with no diagramming¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2020 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Ninth-grade students who completed diagrams at a delay discriminated better between well- and less well-learned texts than control students (G = 0.56 vs G = 0.07). → Janneke van de Pol 2020

Evidence¶

Janneke van de Pol 2020¶

Janneke van de Pol, et al. (2020). Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09560-y

q3 · i? · review · r3

Review article. It summarises an experiment by Van Loon et al. (2014), not run by the review's authors, with 9th-grade students reading six texts with cause-and-effect relations, comparing immediate, delayed, and no diagram completion. The review reports that experiment's delayed-condition gamma advantage: "(G = 0.56) than in the control condition (G = 0.07)"; other comparisons were not significant.

"In the delayed-diagramming condition, students were better able to discriminate between well and less well learned texts (G = 0.56) than in the control condition (G = 0.07)."

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• Little or no relation between absolute and relative accuracy in metacomprehension research — related
• Diagramming scaffold also improves absolute metacomprehension accuracy for causal relations, extending the effect beyond relative accuracy — related
• Pre-structured diagrams improved metacomprehension accuracy while self-assessment cues showed no differences — related
• Five of seven situation-model interventions significantly improved relative metacomprehension accuracy, concept mapping only marginally (p = .097), and self-explaining not significantly — a broader claim this one bears on
• Instructing students to draw relations between text ideas (organizational drawing) improves relative monitoring accuracy more than representational drawing — related
• Visualizing support—provided diagrams or learner-generated drawings—facilitates higher-quality explanations and better comprehension than explaining text alone — related
• Receiving two model answer diagrams improves secondary students' delayed-diagramming text comprehension relative to no model answers — related
• Model answers and self-assessment instructions do not improve monitoring accuracy after delayed diagramming — related