Upper-level students most often reported contextual analysis, setting the purpose for reading, monitoring comprehension, and rereading¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Among 488 students in grades 7-12, the most reported behaviors were contextual analysis (229), setting the purpose for reading (166), monitoring comprehension (160), and rereading (104). → Gil 2001

Evidence¶

Gil 2001¶

Gil, A., Osiecki, N., & Juarez, A. (2001). Students Reflecting on What They Know. Paper presented at the XIX International Council for Innovation in Higher Education, Rome. https://eric.ed.gov/?id=ED457222

q2 · i? · associational · r1

Results section, Table 9: coded interview responses from 488 middle and high school students. The study reports "using contextual analysis as the first instance of metacognition, followed by setting the purpose for reading (166)." No effect size printed.

"A group of 229 revealed using contextual analysis as the first instance of metacognition, followed by setting the purpose for reading (166), monitoring comprehension (160), and rereading (104)."

Discussion¶

Related Claims¶

• Predicting, using contextual analysis, and rereading were the most frequently used metacognitive behaviors; deciding when to stop, independent reading time, and testing were least frequent — related