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Version 1.2 – Updated June 2023

Self-verbalization / self questioning

Overview

  • Influence: Self-verbalization / self questioning
  • Domain: Student Learning Strategies
  • Sub-Domain: Meta-cognitive/self-regulated learning
  • Potential to Accelerate Student Achievement: Potential to accelerate
  • Influence Definition: Self-verbalization (talking to oneself about a difficult intellectual task) and self-questioning (interrogating oneself about the information one encounters) are both cognitive tools. Programs involve students to ask themselves different types of questions while reading (higher-order questions about meaning; self-monitoring questions about the reading process; or questions about relevant prior knowledge).

Evidence

  • Number of meta-analyses: 7
  • Number of studies: 360
  • Number of students: 3,902
  • Number of effects: 1,397
  • Weighted mean effect size: 0.58
  • Robustness index: 4

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Dissertation Rock USA Factors Associated with Decline of Test Scores of High School Seniors, 1972 to 1980. A Study of Excellence in High School Education 1985 Special Ed self-instructional training 47 1,398 684 0.51
Nature: Science of Learning Hattie & Donoghue Australia Learning strategies: A synthesis and conceptual model 2016 Self-verbalizing and self questioning 93 804 93 0.54
Dissertation Duzinski USA The educational utility of cognitive behavior modification strategies with children: a quantitative synthesis 1987 Self-verbalizing instruction training 45 0 377 0.84
Dissertation Huang USA A meta-analysis of student self-questioning strategies. 1991 Student self-questioning 21 1,700 89 0.58
Dissertation Lavery New Zealand Self-regulated learning for academic success: An evaluation of instructional techniques 2008 Self verbalizing the steps in a problem 124 0 124 0.62
Book Marzano, Gaddy, & Dean USA What Works in Classroom Instruction 2000 Process specification & monitoring 15 0 15 0.30
Book Marzano, Gaddy, & Dean USA What Works in Classroom Instruction 2000 Dispositional monitoring 15 0 15 0.30
TOTAL/AVERAGE 360 3,902 1,397 0.53
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