Research on K-12 intertextual integration is dominated by secondary-level samples, essay tasks, and informational socioscientific document sets¶

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? Of 25 studies, 80% involved secondary-level students, 64% used essay tasks, and all used informational rather than narrative documents, with 92% addressing socioscientific topics. → Daniel R. Espinas 2024

Evidence¶

Daniel R. Espinas 2024¶

Daniel R. Espinas, Brennan W. Chandler. (2024). Correlates of K-12 Students' Intertextual Integration. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09889-8

q3 · i? · review · r3

Review synthesis of task features across the 25 included studies. Essay writing was the most common task; the review also reports "In all the studies, the documents were informational rather than narrative" and 92% involved socioscientific topics.

"The most common task (k = 16, 64%) involved having participants read the documents for the purpose of writing an essay. These included writing arguments (k = 9, 36%), opinions (k = 1, 4%), or combinations of arguments and summaries/syntheses (k = 5, 20%)."

Daniel R. Espinas 2024 (2)¶

Daniel R. Espinas, Brennan W. Chandler. (2024). Correlates of K-12 Students' Intertextual Integration. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09889-8

q3 · i? · quant-synthesis · r2

Review synthesis of participant characteristics across 5600 participants (median = 99, range = 44–1434) in studies from five countries, with Norway (k = 9) and Italy (k = 6) most common. Elementary-level students were studied far less than secondary-level students.

"Grade levels ranged from fourth to twelfth, with five studies (20%) involving students at the elementary level (grades K-5) and (80%) at the secondary level (grades 6–12)."

Discussion¶

Related Claims¶

• Single-document comprehension is the most studied literacy correlate of K-12 intertextual integration, with correlations ranging from near zero to moderate-strong — related
• Word-level reading fluency is positively associated with intertextual integration among K-12 students, including readers with developmental dyslexia — related
• Verbal working memory shows mixed associations with intertextual integration, from near zero to moderate-strong depending on study — related
• Metacognition and comprehension strategy use are weakly to moderately associated with intertextual integration among K-12 students — related
• Across 25 studies of K-12 readers, individual differences in literacy, cognition, metacognition, knowledge, beliefs, and motivation are positively and moderately associated with intertextual integration — a broader claim this one bears on