Metacognitive strategies and products of metacognitive processes were more diverse and frequent in reading strategy instruction groups than in the no-instruction group¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Both the explicit and peer tutoring instruction groups used metacognitive strategies and produced metacognitive process products more diversely and frequently than the group receiving no strategy instruction. → Yurttaş-Kumlu 2023

Evidence¶

Yurttaş-Kumlu 2023¶

Yurttaş-Kumlu, G. D., & Yürük, N. (2023). Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research, 10(1), 1-24. https://doi.org/10.33200/ijcer.1082537

q2 · i? · qualitative · r?

Cross-case comparison in the conclusion section of the holistic multiple-case study (n = 29 preservice science teachers) found metacognitive strategy use "more diverse and frequent in the reading strategies instruction groups compared to the no strategy instruction group".

"it was determined that the metacognitive strategies and products of metacognitive processes and the purposes of using them were more diverse and frequent in the reading strategies instruction groups compared to the no strategy instruction group."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it
• Metacognition — outcome: instruction changes it

Related Claims¶

• Self-regulated learning improves achievement — the general claim this finding bears on, with the studies behind it

• Reading Strategy Instruction Improves Comprehension — the general claim this finding bears on, with the studies behind it

• Strategy variety for drawing attention was higher in the no-instruction and peer tutoring groups, while frequency was higher in the instruction groups — related
• Preservice science teachers exposed to explicit reading strategy instruction showed the highest diversity and frequency of cognitive strategy use while reading a science text — related
• For facilitation of memorization, strategy variety was highest in the peer tutoring group while frequency was highest in the explicit instruction group — a narrower finding that bears on this claim
• Monitoring ideas was the metacognitive process with the greatest strategy variety, and its use was highest in the peer tutoring instruction group — a narrower finding that bears on this claim
• 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