Language competencies correlate with text comprehension performance in both groups, but with monitoring resolution only in non-native speakers¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 For native speakers, teacher-rated language competencies correlated with text comprehension performance (r = 0.63) but with no monitoring measures; for non-native speakers, language competencies correlated with both performance (r = 0.47) and Gamma correlations (r = 0.41) in the text task. → Buehler 2021

Evidence¶

Buehler 2021¶

Buehler, F. J., van Loon, M. H., Bayard, N. S., Steiner, M., & Roebers, C. M. (2021). Comparing metacognitive monitoring between native and non-native speaking primary school students. Metacognition and Learning, 16, 749–768. https://doi.org/10.1007/s11409-021-09261-z

q2 · i3 · associational · r2

Non-parametric correlations with teacher-rated language competencies in Study 2. For native speakers, only text comprehension performance correlated (r = 0.63; p < 0.01); "none of the other variables significantly correlated with language competencies."

"For native speakers, language competencies significantly correlated with performance in the text comprehension task (r = 0.63; p < 0.01). However, none of the other variables significantly correlated with language competencies."

Discussion¶

Related Claims¶

• Metacognitive monitoring deficits are unlikely to be the primary source of academic performance differences between native and non-native speaking students — related
• Native and non-native speaking fourth graders do not differ in monitoring resolution of their open-ended text comprehension answers (Study 2) — related
• Native speaking fourth graders answered more open-ended text comprehension questions correctly than non-native speakers (Study 2) — related