Drawing to improve metacomprehension accuracy |
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| Affiliation: | 1. University of South Florida, USA;2. Washington State University, USA;1. University of Fribourg, Fribourg, Switzerland;2. Department of Psychology, Stockholm University, Stockholm, Sweden;3. Department of Psychology, Bielefeld University, Bielefeld Germany;4. Humboldt-Universitätzu Berlin, Berlin, Germany |
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| 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). |
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| Keywords: | Metacomprehension Comprehension Drawing Cue utilization Cue diagnosticity |
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