Intratextual integration dominates while intertextual integration is rare in sixth graders' multiple-text writing¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

q3 i? Among thematic units containing integration, intratextual integration accounted for 51.61% of instances while intertextual integration accounted for only 15.05%, observed in just 7.17% of thematic units. → Kullberg 2023

Evidence¶

Kullberg 2023¶

Kullberg, N., Kiili, C., Bråten, I., González-Ibáñez, R., & Leppänen, P. H. T. (2023). Sixth graders' selection and integration when writing from multiple online texts. Instructional Science. https://doi.org/10.1007/s11251-022-09613-5

q3 · i? · associational · r2

Analysis of 578 thematic units from 162 written products identified integration types. Intratextual integration was most common (51.61% of instances), integration of textual information with prior knowledge second (26.16%), and intertextual integration least common (15.05%, in 7.17% of thematic units).

"the most common type of integration was intratextual, accounting for 51.61% of all instances of integration. One quarter of all the thematic units included this type of integration."

Discussion¶

Related Claims¶

• Nearly half of sixth graders' written products from multiple texts show poor integration quality — related
• Reading comprehension measured with open questions uniquely predicts integration while cloze-measured comprehension does not — related
• Sixth graders mostly select relevant ideas well from multiple online texts when using a snippet tool — related
• Self-reported multiple-text strategies did not predict intratextual comprehension, where prior knowledge was the unique predictor
• Snippet selection contributes to integration quality over and above reading fluency and reading comprehension — related