Metacognition and comprehension strategy use are weakly to moderately associated with intertextual integration among K-12 students¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q3
Currency · newest study 2024 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Twelve studies examined metacognition; comprehension monitoring, strategy knowledge, and multiple-text strategy use correlated between r = 0.05 and r = 0.36 with intertextual integration. → 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 of 25 K–12 studies. It summarises a Norwegian survey of first-year secondary students (Bråten et al., 2014, n = 279) that related multiple-text strategy use to intertextual integration measured via summary and argumentative essays, and reports "a correlation of r = 0.36 (p < 0.001)".

"Bråten et al. (2014) surveyed Norwegian students in the first year of secondary school (n = 279) about their use of strategies for comparing, contrasting, and integrating multiple texts, finding a correlation of r = 0.36 (p < 0.001) between this and intertextual integration."

Daniel R. Espinas 2024 (2)¶

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

The same review summarises a US sixth-grade study (Braasch et al., 2022, n = 54) measuring metacognitive awareness by self-report ratings and intertextual integration with an argumentative essay. The review reports weak, non-significant correlations of r = 0.11 and r = 0.10 for belief-consistent and belief-inconsistent idea inclusion.

"They found that metacognitive scores were weakly correlated with students’ inclusion of belief-consistent (r = 0.11 (p > 0.05) and belief-inconsistent"

Discussion¶

Related Claims¶

• 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 — a broader claim this one bears on
• External validity of the special-issue strategy measures was mixed: low-to-moderate comprehension correlations for Bräten and Strømsø and Magliano et al., indeterminate for Schellings and Winne and Muis — related
• Self-reported multiple-text strategies did not predict intratextual comprehension, where prior knowledge was the unique predictor — related
• Self-reported accumulation negatively predicts intertextual comprehension while cross-text elaboration positively predicts it, after controlling for prior knowledge — related
• Accumulation and cross-text elaboration are uncorrelated and show opposite-sign correlations with intertextual comprehension — related
• Single-document comprehension is the most studied literacy correlate of K-12 intertextual integration, with correlations ranging from near zero to moderate-strong — related
• Research on K-12 intertextual integration is dominated by secondary-level samples, essay tasks, and informational socioscientific document sets — related
• Metacognitive strategy use correlates with comprehension non-monotonically across grades, which the model attributes to unconscious self-regulation in experienced learners — related
• Metacognitive awareness is weakly correlated with intelligence and independently predicts performance (review-reported) — related