Self-reported multiple-text strategies did not predict intratextual comprehension, where prior knowledge was the unique predictor¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Adding accumulation and cross-text elaboration to prior knowledge did not significantly increase explained variance in intratextual comprehension; only prior knowledge uniquely predicted it (β=.36, p=.002). → Ivar Bråten & Helge I. Strømsø 2011

Evidence¶

Ivar Bråten & Helge I. Strømsø 2011¶

Ivar Bråten & Helge I. Strømsø. (2011). Measuring strategic processing when students read multiple texts. Metacognition Learning 6:111–130. https://doi.org/10.1007/s11409-011-9075-7

q2 · i? · associational · r2

Hierarchical multiple regression with intratextual comprehension (IntraVT) as the dependent variable in the same 71-student subsample. Prior knowledge entered at Step 1 was significant (F(1, 69)=13.32, p=.001, R²=.16); the strategy step was not, and "only prior knowledge uniquely predicted scores on the IntraVT, β=.36, p=.002".

"The addition of accumulation and cross-text elaboration scores in Step 2 did not result in a statistically significant increment in the variance accounted for, Fchange(2, 67)=.97, p=.385, R²=.18."

Discussion¶

Related Claims¶

• Intratextual integration dominates while intertextual integration is rare in sixth graders' multiple-text writing
• Reading comprehension measured with open questions uniquely predicts integration while cloze-measured comprehension does not
• Self-reported accumulation negatively predicts intertextual comprehension while cross-text elaboration positively predicts it, after controlling for prior knowledge
• Accumulation and cross-text elaboration are uncorrelated and show opposite-sign correlations with intertextual comprehension — related
• External validity of the special-issue strategy measures was mixed: low-to-moderate comprehension correlations for Bräten and Strømsø and Magliano et al., indeterminate for Schellings and Winne and Muis — related
• An emotional connection to nature, rather than conservation knowledge, is a powerful predictor of children's conservation behavior — related
• Prior knowledge significantly predicted comprehension and transfer performance in the replication, and motivation during learning predicted retention — related
• Metacognition and comprehension strategy use are weakly to moderately associated with intertextual integration among K-12 students — related