Children's text comprehension test performance improved from T1 to T2, driven mainly by second graders, with fewer omission errors over time¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3 · i2–i3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q3 i2 For open-ended questions, performance increased from T1 to T2, with a significant measurement point × age interaction showing gains only for second graders. → Steiner 2020 q3 i3 For true-false questions, performance increased from T1 to T2 (ηp2 = .20). → Steiner 2020 (2)

Evidence¶

Steiner 2020¶

Steiner, M., van Loon, M. H., Bayard, N. S., & Roebers, C. M. (2020). Development of Children's monitoring and control when learning from texts: effects of age and test format. Metacognition and Learning, 15, 3–27. https://doi.org/10.1007/s11409-019-09208-5

q3 · i2 · causal · r1

Repeated measures ANOVA on open-ended question performance (N = 302). Overall gains from T1 to T2 (ηp2 = .07) were driven by second graders (ηp2 = .17 within grade), while fourth graders' performance did not change (p = .295). Omission errors also decreased over time (ηp2 = .09).

"children had more correct answers at T 2 compared to T 1, F (1, 297) = 23.73, p <. 0 0 1 ,ηp2 = .07, whereas no difference was found between second and fourth graders (p = .35). The significant interaction between measurement point and age, F (1, 297) = 12.73, p <. 0 0 1 ,ηp2 = .04, showed that second graders 'increased their performance from T 1 to T 2"

Steiner 2020 (2)¶

Steiner, M., van Loon, M. H., Bayard, N. S., & Roebers, C. M. (2020). Development of Children's monitoring and control when learning from texts: effects of age and test format. Metacognition and Learning, 15, 3–27. https://doi.org/10.1007/s11409-019-09208-5

q3 · i3 · causal · r1

Repeated measures ANOVA on true-false question performance. Children answered more true-false questions correctly at T2 than T1 (ηp2 = .20), with no significant grade difference (p = .06). Performance was above chance for both grades at both time points.

"For true-false questions, children had more correct answers at T 2 compared to T 1, F (1, 299) = 73.18, p <. 0 0 1 ,ηp2 = .20, whereas no difference was found between second and fourth graders ( p =. 0 6 ,ηp2 = .01)"

Discussion¶

Related Claims¶

• Children's test performance is stable over six months but monitoring and control accuracy shows little inter-individual stability — reports the opposite
• Children of both age groups improved monitoring and control accuracy from T1 to T2 for both test formats, mainly for incorrect rather than correct answers — related
• Children became significantly less overconfident from kindergarten to 2nd grade but remained overconfident at both time points — related
• Omission (no response) errors vary with age but not with reading skill — related
• Elementary school children monitor and control their answers to open-ended text comprehension questions more accurately than answers to true-false questions — related
• Fourth graders monitor and control answers to open-ended questions more accurately than second graders, but no significant age difference was found for true-false questions — related
• Children are considerably more overconfident about incorrect answers to true-false questions than about incorrect answers to open-ended questions — related
• For second graders, low metacognition at the first measurement point carries no extra risk of low metacognition one year later — related