Explicit strategy instruction, unlike implicit strategy instruction, is associated with a gain in student performance¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Kistner et al. found that explicit strategy instruction was associated with a gain in performance, whereas implicit strategy teaching was not. → Charlotte Dignath & Marcel V. J. Veenman 2021
Evidence¶
Charlotte Dignath & Marcel V. J. Veenman 2021¶
Charlotte Dignath & Marcel V. J. Veenman. (2021). The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09534-0
q2 · i? · review · r2
Observation study using the ATES instrument to code teachers' direct and indirect promotion of SRL and its relation to the development of students' performance. The review reports that "explicit strategy instruction was associated with a gain in performance", while a great amount of strategy teaching took place in an implicit way and supportive learning environments were rare.
"In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance."
Discussion¶
Related Claims¶
- Teachers' direct instructional support is associated with students' use of self-regulation strategies, while autonomy as indirect activation was negatively associated with reading performance — related
- Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — related
- Explicit grammar teaching outperforms implicit teaching; one review found the advantage only for complex rules, but a meta-analysis found it for simple rules too — related
- Explicit teaching of the control-of-variables strategy shows no advantage over not explicitly teaching it, per the Schwichow et al. meta-analysis cited in the review — reports the opposite
- Direct SRL promotion in observed classrooms was dominated by implicit strategy instruction, metacognitive support, and metacognitive reflection, with explicit strategy instruction rare — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
explicit-strategy-instruction-associated-with-performance-gain |
title |
Explicit strategy instruction, unlike implicit strategy instruction, is associated with a gain in student performance |
description |
Explicit strategy instruction, unlike implicit strategy instruction, is associated with a gain in student performance |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — charlotte-dignath-marcel-v-j-veenman-2021 |
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