Five of seven situation-model interventions significantly improved relative metacomprehension accuracy, concept mapping only marginally (p = .097), and self-explaining not significantly¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Moderator analysis showed significant positive average effects for rereading, delayed-keywords listing, delayed-summary writing, delayed-diagram completion, and setting a comprehension-test expectancy, a marginally significant effect for concept mapping (p = .097), and a non-significant effect for self-explaining. → Anja Prinz & Stefanie Golke & Jörg Wittwer 2020

Evidence¶

Anja Prinz & Stefanie Golke & Jörg Wittwer 2020¶

Anja Prinz & Stefanie Golke & Jörg Wittwer. (2020). To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights. Educational Psychology Review (2020) 32:917–949. https://doi.org/10.1007/s10648-020-09558-6

q3 · i? · quant-synthesis · r2

Mixed-effects moderator analysis across the seven intervention categories (Table 2). The article states "The average effect for self-explaining was not significant" and concept mapping had a marginally significant medium effect (p = .097), not significant at the conventional .05 level; the abstract nonetheless summarises every intervention except self-explaining as having "a significant positive effect".

"the moderator analysis with intervention revealed a significant positive average effect of small-to-medium size for rereading and delayed-keywords listing, of medium size for delayed-summary writing, of medium-to-large size for delayed-diagram completion, and of large size for setting a comprehension-test expectancy"

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• Comprehension-test expectancy tended to be more effective than delayed-keywords listing and rereading, though interventions did not substantially differ overall — related
• Situation-model-approach interventions produce a medium positive average effect (g = 0.46) on relative metacomprehension accuracy — related
• Rereading significantly improves metacomprehension monitoring accuracy relative to reading once (Experiment 1) — related
• A self-explanation instruction during rereading improves monitoring accuracy for all readers above mere rereading (Experiment 2) — related
• Neither rereading nor self-explanation changed comprehension test performance itself; effects were specific to monitoring accuracy — related
• Intervention effects on relative metacomprehension accuracy did not differ between school and university students — related
• Reading comprehension ability predicts monitoring accuracy after a single reading but not after rereading (Experiments 1 and 2) — related
• Rereading Is A Low Utility Study Strategy — related
• Situation-model-approach interventions also directly improved comprehension, albeit with a small effect — related
• Generative and visualizing tasks improve metacomprehension and monitoring accuracy but show small or null effects on learning outcomes — a narrower finding that bears on this claim
• Working memory capacity predicts monitoring accuracy after a single reading but not after rereading, independently of comprehension ability (Experiment 2) — a narrower finding that bears on this claim
• Summary writing produced no significant comprehension improvement and the most disputational talk, and did not significantly differ from completing a map in learning outcomes — related
• Generating keywords after a delay increases relative judgment accuracy compared with no keyword generation, replicating the keyword effect with a new sample and new materials — a narrower finding that bears on this claim
• Generating delayed keywords does not reduce bias in comprehension judgments — related
• Concept mapping shows a large effect for low-achieving students (g = 2.019) and moderate effect for high-achieving students (g = 0.610), not significantly different — related
• Concept mapping during reading, without access to the map during judgment, improves students' relative monitoring accuracy — related
• Delayed diagram completion improves students' relative monitoring accuracy of text comprehension compared with no diagramming — a narrower finding that bears on this claim
• Situation-model-approach interventions show a medium-sized positive effect on metacomprehension accuracy and a small direct effect on comprehension — related
• Risk of bias did not significantly affect effect sizes in the intervention studies, though six of ten had moderate and four serious overall bias — related
• Model answers and self-assessment instructions do not improve monitoring accuracy after delayed diagramming — related