Drawing to improve metacomprehension accuracy

KW Thiede, KL Wright, S Hagenah, J Wenner… - Learning and …, 2022 - Elsevier
KW Thiede, KL Wright, S Hagenah, J Wenner, J Abbott, A Arechiga
Learning and Instruction, 2022Elsevier
We examined the effect of drawing sketches on metacomprehension accuracy of science
texts for 5th grade (ages 10–11) students (Study 1: N= 60, Study 2: N= 62). Students either
received instruction on drawing organizational sketches, which focused on capturing the
relationships described in texts, or representational sketches, which focused on capturing
details described in texts. They then read and drew sketches for texts, predicted their
performance, and completed tests. They completed this procedure for five texts …
Abstract
We examined the effect of drawing sketches on metacomprehension accuracy of science texts for 5th grade (ages 10–11) students (Study 1: N = 60, Study 2: N = 62). Students either received instruction on drawing organizational sketches, which focused on capturing the relationships described in texts, or representational sketches, which focused on capturing details described in texts. They then read and drew sketches for texts, predicted their performance, and completed tests. They completed this procedure for five texts. Metacomprehension accuracy was greater for students instructed to draw organizational sketches than for students instructed to draw representational sketches or those in a control group who did not draw (Study 2). Performance on comprehension tests was also greater for students instructed to draw organizational sketches than for students in other groups. The superior metacomprehension accuracy was explained in terms of the cue-utilization framework of metacognitive monitoring (Koriat, 1997).
Elsevier
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