Science Society in London, UK (2017, July) and have been published in a proceedings paper (Prinz, Golke, & Wittwer, 2017). The proceedings paper and this manuscript overlap in some of the data concerning comprehension and metacomprehension accuracy of the statistics text. However, the proceedings paper only presented results of a subsample and included no thinkaloud data and no analyses on transfer. The authors declare that they have no conflict of interest. This study was funded by the Bundesministerium für Bildung und Forschung, Deutschland (the Federal Ministry of Education and Research, Germany) under Grant 01JA1518A.

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This meta-analysis investigated the extent to which relative metacomprehension accuracy can be increased by interventions that aim to support learners’ use of situation-model cues as a basis for judging their text comprehension. These interventions were delayed-summary writing, delayed-keywords listing, delayed-diagram completion, self-explaining, concept mapping, rereading, and setting a comprehension-test expectancy. First, the general effectiveness of situation-model-approach interventions was examined. The results revealed that, across 28 effect sizes (comprising a total of 2,236 participants), situation-model-approach interventions exerted a medium positive effect (g = 0.46) on relative metacomprehension accuracy. Second, the interventions were examined individually. The results showed that, with the exception of self-explaining, each intervention had a significant positive effect on relative metacomprehension accuracy. Yet, there was a tendency for setting a comprehension-test expectancy to be particularly effective. A further meta-analysis on comprehension in the selected studies revealed that, overall, the situation-model-approach interventions were also beneficial for directly improving comprehension, albeit the effect was small. Taken together, the findings demonstrate the utility of situation-model-approach interventions for supporting self-regulated learning from texts.