Reading instructions without further instructional support are not sufficient to help students accurately judge their text comprehension¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors conclude that reading instructions without further support did not reliably debias comprehension judgments and that text characteristics may moderate instruction effects. → Knellesen 2024

Evidence¶

Knellesen 2024¶

Knellesen, J., Händel, M., & Golke, S. (2024). Effects of reading instructions on pre-service teachers' judgment bias when learning from texts. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09371-w

q1 · i? · causal · r2

The authors' overall interpretation across both experiments, stated in the general discussion. This is the authors' conclusion drawn from the mixed pattern of hypothesis tests, not an additional statistical result; no effect size is printed for this summary statement.

"Overall, the results indicated that reading instructions without further support are not sufficient to help students to accurately judge their comprehension and suggested that text characteristics might impact the effect of reading instructions on judgment bias."

Discussion¶

Related Claims¶

• Students' classroom experiences and learning over the 2 years illustrate the impact of the instructional supports — related
• Metacognitive strategy instruction, which includes comprehension monitoring, improves academic performance by a medium amount, and in one non-randomised study comprehension-monitoring training raised low achievers' reading scores — related
• Fluent Illusions Mislead Self Assessment — related
• Prior Knowledge Needed For Accurate Self Assessment — a broader claim this one bears on
• The authors judge insufficient instructional intensity (dosage) as the primary factor behind the null result of learning strategies instruction in adult education — related