Across 25 studies of K-12 readers, individual differences in literacy, cognition, metacognition, knowledge, beliefs, and motivation are positively and moderately associated with intertextual integration¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Systematic review of 25 studies found individual difference factors generally positively and moderately correlated with intertextual integration in K-12 samples. → Daniel R. Espinas 2024

Evidence¶

Daniel R. Espinas 2024¶

Daniel R. Espinas, Brennan W. Chandler. (2024). Correlates of K-12 Students' Intertextual Integration. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09889-8

q3 · i? · review · r3

Systematic review with systematic search, selection, and coding procedures across PsycInfo, ERIC, and ProQuest plus backward, forward, and snowball searching, yielding 25 included records. The review reports that "results generally showed that variation in literacy, cognition, metacognition, knowledge, beliefs, and motivation are positively and moderately associated with intertextual integration."

"We identified 25 studies published in 23 peer-reviewed journal articles and two dissertations/theses. These examined a wide range of individual difference factors, which we organized into four categories"

Discussion¶

Related Claims¶

• Metacognition and comprehension strategy use are weakly to moderately associated with intertextual integration among K-12 students — a narrower finding that bears on this claim
• Single-document comprehension is the most studied literacy correlate of K-12 intertextual integration, with correlations ranging from near zero to moderate-strong — a narrower finding that bears on this claim
• Word-level reading fluency is positively associated with intertextual integration among K-12 students, including readers with developmental dyslexia — a narrower finding that bears on this claim
• Verbal working memory shows mixed associations with intertextual integration, from near zero to moderate-strong depending on study — a narrower finding that bears on this claim
• Research on K-12 intertextual integration is dominated by secondary-level samples, essay tasks, and informational socioscientific document sets — a narrower finding that bears on this claim