Native speaking fourth graders answered more open-ended text comprehension questions correctly than non-native speakers (Study 2)¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i3 large
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In Study 2, native speakers significantly outperformed non-native speakers on open-ended text comprehension questions, F(1, 70) = 11.36; p < 0.01; η2p = 0.14. → 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

q3 · i3 · associational · r2

In Study 2's text comprehension task (six expository German texts, 12 open-ended questions), the univariate follow-up to a significant MANOVA showed "native speakers answered significantly more open-ended questions correctly than non-native speakers" (η2p = 0.14). Descriptive means were 54.40% vs. 38.43% correct.

"Univariate tests revealed that native speakers answered significantly more open-ended questions correctly than non-native speakers, F(1, 70) = 11.36; p < 0.01; η2p = 0.14."

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
• Language competencies correlate with text comprehension performance in both groups, but with monitoring resolution only in non-native speakers — related
• Study 2 replicates the absence of group differences in recognition and monitoring resolution in the paired-associates task — related