Monitoring ideas was the metacognitive process with the greatest strategy variety, and its use was highest in the peer tutoring instruction group¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? The variety and frequency of strategies and products for monitoring ideas were higher in the reading strategy instruction groups, especially peer tutoring, than in the no-instruction group. → Yurttaş-Kumlu 2023 q2 i? Across all groups, the diversity of metacognitive strategies was mostly seen in monitoring understanding of an idea in the text. → Yurttaş-Kumlu 2023 (2)

Evidence¶

Yurttaş-Kumlu 2023¶

Yurttaş-Kumlu, G. D., & Yürük, N. (2023). Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research, 10(1), 1-24. https://doi.org/10.33200/ijcer.1082537

q2 · i? · qualitative · r2

Content analysis of Graphic 2 in the multiple-case study showed variety and frequency of strategies for monitoring ideas processes were higher in instruction groups, "especially in the peer tutoring strategy instruction group".

"It is seen that the variety and the frequency of using strategies and products of metacognitive processes to perform monitoring ideas processes were higher in the reading strategies instruction groups—especially in the peer tutoring strategy instruction group—compared to no strategy instruction group."

Yurttaş-Kumlu 2023 (2)¶

Yurttaş-Kumlu, G. D., & Yürük, N. (2023). Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research, 10(1), 1-24. https://doi.org/10.33200/ijcer.1082537

q2 · i? · qualitative · r2

First conclusion of the study: across all three cases, diversity of metacognitive strategies and products was "mostly seen in performing the process of monitoring understanding an idea in the text".

"It was found that the diversity of metacognitive strategies and products of metacognitive processes used is mostly seen in performing the process of monitoring understanding an idea in the text."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it
• Metacognition — outcome: instruction changes it

Related Claims¶

• Strategy variety for drawing attention was higher in the no-instruction and peer tutoring groups, while frequency was higher in the instruction groups — related
• Preservice science teachers exposed to explicit reading strategy instruction showed the highest diversity and frequency of cognitive strategy use while reading a science text — related
• For facilitation of memorization, strategy variety was highest in the peer tutoring group while frequency was highest in the explicit instruction group — related
• Metacognitive strategies and products of metacognitive processes were more diverse and frequent in reading strategy instruction groups than in the no-instruction group — a broader claim this one bears on