Preservice science teachers exposed to explicit reading strategy instruction showed the highest diversity and frequency of cognitive strategy use while reading a science text¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The variety and frequency of cognitive strategies and products of cognitive processes were highest in the explicit strategy instruction group compared to the peer tutoring and no-instruction groups. → Yurttaş-Kumlu 2023

Evidence¶

Yurttaş-Kumlu 2023¶

Yurttaş-Kumlu, G. D., & Yürük, N. (2023). Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research, 10(1), 1-24. https://doi.org/10.33200/ijcer.1082537

q2 · i? · qualitative · r2

Qualitative multiple-case study comparing three groups of preservice science teachers reading a heat-temperature text via read-aloud and think-aloud with interviews; content analysis of Graphic 1 showed frequency of cognitive strategy use was higher in instruction groups, "especially the explicit strategy instruction group".

"It is seen that the frequency of using cognitive strategy was higher in the groups which were exposed to strategy instruction—especially the explicit strategy instruction group."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Reading Strategy Instruction Improves Comprehension — the general claim this finding bears on, with the studies behind it
• Monitoring ideas was the metacognitive process with the greatest strategy variety, and its use was highest in the peer tutoring instruction group — related
• For facilitation of memorization, strategy variety was highest in the peer tutoring group while frequency was highest in the explicit instruction group — related
• Strategy variety for drawing attention was higher in the no-instruction and peer tutoring groups, while frequency was higher in the instruction groups — related
• Metacognitive strategies and products of metacognitive processes were more diverse and frequent in reading strategy instruction groups than in the no-instruction group — related