Comprehension-test expectancy tended to be more effective than delayed-keywords listing and rereading, though interventions did not substantially differ overall¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The overall moderator test for interventions was not significant, but pairwise comparisons showed the test-expectancy effect tended to exceed delayed-keywords listing and rereading (ps < .05, uncorrected). → Anja Prinz & Stefanie Golke & Jörg Wittwer 2020

Evidence¶

Anja Prinz & Stefanie Golke & Jörg Wittwer 2020¶

Anja Prinz & Stefanie Golke & Jörg Wittwer. (2020). To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights. Educational Psychology Review (2020) 32:917–949. https://doi.org/10.1007/s10648-020-09558-6

q3 · i? · quant-synthesis · r3

Pairwise comparisons with Bonferroni correction (corrected alpha = .002) in the intervention moderator analysis; none reached corrected significance, but the test-expectancy tendency emerged at uncorrected ps < .05.

"the average effect for setting a comprehension-test expectancy tended to be larger than the average effects for delayed-keywords listing and rereading (ps < .05)"

Discussion¶

Related Claims¶

• Five of seven situation-model interventions significantly improved relative metacomprehension accuracy, concept mapping only marginally (p = .097), and self-explaining not significantly — related
• Intervention effects on relative metacomprehension accuracy did not differ between school and university students — related
• Situation-model-approach interventions also directly improved comprehension, albeit with a small effect — related
• Situation-model-approach interventions produce a medium positive average effect (g = 0.46) on relative metacomprehension accuracy — a broader claim this one bears on
• Intervention types (cue-generation encoding-based, retrieval-based, cue-attention, cue-selection) do not substantially differ in effectiveness — related
• The omnibus ANOVA on total QM score did not reach conventional significance, though a Friedman test suggested an overall difference with no significant pairwise Wilcoxon comparisons — related
• Summarization, highlighting, the keyword mnemonic, imagery for text, and rereading receive low utility assessments — related
• Generating or comparing keywords had no substantial effect on posttest learning performance — related
• Generating keywords after a delay increases relative judgment accuracy compared with no keyword generation, replicating the keyword effect with a new sample and new materials — related
• Generating delayed keywords does not reduce bias in comprehension judgments — related
• Monitoring accuracy interventions are less effective for secondary school students than for elementary students and adults — related
• Risk of bias did not significantly affect effect sizes in the intervention studies, though six of ten had moderate and four serious overall bias — related
• Secondary students tend to overestimate their text comprehension, though monitoring is relatively accurate in this sample — related