Interventions targeting SRL or EF show little evidence of far transfer to the other construct¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? An SRL/EF training group did not show better reading comprehension than the control group in Cirino et al. (2017). → Laura Dörrenbächer-Ulrich 2024 q3 i? The effect of the SRL intervention was not significant in Jacob et al. (2019a). → Laura Dörrenbächer-Ulrich 2024 (2)

Evidence¶

Laura Dörrenbächer-Ulrich 2024¶

Laura Dörrenbächer-Ulrich, Marius Bregulla. (2024). The Relationship Between Self-Regulated Learning and Executive Functions—a Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09932-8

q3 · i? · quant-synthesis · r2

Table 1 entry for Cirino et al. (2017), a fourth-grade SRL/EF training study (n = 75): the "SRL/EF training group did not show better reading" comprehension than the control group; a null outcome with no printed effect size for this contrast.

"Tower Task and HWD weakly related • D-KEFS Verbal Fluency and HWD/HDD weakly related • Median correlation r = 0.10 • SRL/EF training group did not show better reading"

Laura Dörrenbächer-Ulrich 2024 (2)¶

Laura Dörrenbächer-Ulrich, Marius Bregulla. (2024). The Relationship Between Self-Regulated Learning and Executive Functions—a Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09932-8

q3 · i? · review · r?

Table 1 entry for Jacob et al. (2019a), a preschooler SRL training study (n = 230): "Effect of the SRL intervention is not significant"; descriptive results suggested high speech competency combined with high self-regulation aided SRL acquisition, but this advantage did not show up for EF.

"Effect of the SRL intervention is not significant"

Discussion¶

Related Claims¶

• EF explains substantial achievement variance (about 20–60% in school children) while SRL shows positive but low-effect-size relations to achievement — related
• Training in metacognitive regulation combined with a cognitive learning strategy transfers to better metacognitive regulation of mental effort (far transfer), with small effect sizes — reports the opposite
• Task-switching training improves untrained switching and other executive functions in school-aged children, though transfer findings are heterogeneous — related
• In the Vaughn, Cirino, et al. (2006) trial, no reading measure reached statistical significance, but five of seven effect sizes were substantively important — related
• Computer-based training reliably improves children's working memory and reasoning, but computerized training has not succeeded in improving 4- to 6-year-olds' inhibitory control — related
• Strategy Instruction Improves Academic Performance — related
• Self-regulated learning improves achievement — related
• Supplemental first-grade interventions for ELLs improved phonological and word-level skills but not comprehension, with comprehension gains emerging at one-year follow-up — related