Native and non-native speaking fourth graders do not differ in monitoring resolution of their open-ended text comprehension answers (Study 2)¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q3 i? Despite the performance gap, univariate tests showed no group differences on monitoring discrimination scores or Gamma correlations for open-ended questions in Study 2. → 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 · i? · associational · r2
Follow-up univariate tests in Study 2's text comprehension MANOVA found "neither group differences on the monitoring discrimination score" nor on Gamma correlations (both η2p = 0.01), even though both groups monitored above chance (Gammas significantly different from zero).
"Interest- ing ly, univariate tests revealed neither group differences on the monitoring discrimination score, F(1, 70) = 0.57; p = 0.45; η2 p = 0.01, nor on Gamma cor relations, F (1, 70) = 0.45; p = 51.; η2 p = 0.01."
Discussion¶
Related Claims¶
- Metacognitive monitoring deficits are unlikely to be the primary source of academic performance differences between native and non-native speaking students — a broader claim this one bears on
- Native speaking fourth graders answered more open-ended text comprehension questions correctly than non-native speakers (Study 2) — related
- Language competencies correlate with text comprehension performance in both groups, but with monitoring resolution only in non-native speakers — related
- Native and non-native speaking fourth graders do not differ in recognition or metacognitive monitoring resolution in a paired-associates task (Study 1) — related
- Study 2 replicates the absence of group differences in recognition and monitoring resolution in the paired-associates task — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-group-differences-text-comprehension-monitoring |
title |
Native and non-native speaking fourth graders do not differ in monitoring resolution of their open-ended text comprehension answers (Study 2) |
description |
Native and non-native speaking fourth graders do not differ in monitoring resolution of their open-ended text comprehension answers (Study 2) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — buehler-2021 |
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