Verbal working memory shows mixed associations with intertextual integration, from near zero to moderate-strong depending on study¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr1·q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Across five studies of verbal working memory, correlations with intertextual integration ranged from r = 0.06 (non-significant) to r = 0.538, with secondary-level studies generally stronger than elementary-level ones. → 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
Secondary-level Norwegian study (n = 44) measuring verbal working memory with a Daneman and Carpenter-style listening span task and intertextual integration with oral open-ended questions. The review reports "a correlation of r = 0.54 (p < 0.001)".
"Andresen et al., (2019a, 2019b) found a correlation of r = 0.54 (p < 0.001) between Norwegian tenth-grade students’ (n = 44) working memory and intertextual integration"
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? · associational · r1
Italian seventh-grade study (Mason et al., 2017, n = 104) using an adapted reading version of the working memory task and an argumentative essay measure of intertextual integration. The review reports a non-significant "r = 0.06 (p > 0.05)".
"They found that performance on this task correlated r = 0.06 (p > 0.05) with intertextual integration, as measured with the previously described argumentative essay task."
Discussion¶
Related Claims¶
- 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
- Single-document comprehension is the most studied literacy correlate of K-12 intertextual integration, with correlations ranging from near zero to moderate-strong — related
- Research on K-12 intertextual integration is dominated by secondary-level samples, essay tasks, and informational socioscientific document sets — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
verbal-working-memory-mixed-correlates-intertextual-integration |
title |
Verbal working memory shows mixed associations with intertextual integration, from near zero to moderate-strong depending on study |
description |
Verbal working memory shows mixed associations with intertextual integration, from near zero to moderate-strong depending on study |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — daniel-r-espinas-2024, daniel-r-espinas-2024-2 |
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