Metacognitive strategy use correlates with comprehension non-monotonically across grades, which the model attributes to unconscious self-regulation in experienced learners¶

Claim · All claims
Evidence · 1 study · review r2 · q2 · i1 small
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Correlations between reported metacognitive strategy use and text comprehension increased to grade 9 but decreased to a non-significant r = .15 in grade 11, a pattern the authors attribute to unconscious self-regulation among experienced high-grade students. → Joachim Wirth 2020

Evidence¶

Joachim Wirth 2020¶

Joachim Wirth, Ferdinand Stebner, Melanie Trypke, Corinna Schuster, & Detlev Leutner. (2020). An Interactive Layers Model of Self-Regulated Learning and Cognitive Load. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09568-4

q2 · i1 · review · r2

Narrative review attributing this to Leopold and Leutner (2002): students of different grades read an expository science text, reported strategy use, and were tested on comprehension. The review reports the metacognitive correlations "followed a non-monotone trend" with a small final correlation of r = .15 (n.s.) in grade 11.

"correlations of the use of metacognitive learning strategies and text comprehension were surprising since they followed a non-monotone trend, increasing from r = −.05 (grade 5) and r = .23 (grade 7) to r = .31 (grade 9) before decreasing to r = .15 (n.s., grade 11)"

Discussion¶

Learner Variables¶

• Metacognition — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Metacognitive strategy use correlates positively with EFL reading comprehension achievement (r = .54) — related
• Metacognition and comprehension strategy use are weakly to moderately associated with intertextual integration among K-12 students — related
• Youth text reading experience correlates modestly with narrative comprehension; current text and youth comic experience do not — related