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Effectiveness of learning strategy instruction on academic performance: A meta-analysis
Donker et al. 2014 · review pooling many studies (meta-analysis) · touches 1 claim
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Which beliefs it touches
- C19 Metacognitive strategies sets a limit on it
Abstract: 58 studies, primary and secondary; strategy instruction effects g = 1.25 writing, .73 science, .66 maths, .36 reading comprehension; effects higher on researcher-made than intervention-independent tests; no difference by ability level. No follow-up or independent-test estimate in the abstract. Open access but blocked from the box.