Abstract
When reading a text in school, the goal is both text comprehension and text retention. We examined the effects of the learning strategies summarization and factual retrieval practice on third- and fourth-grade pupils' text comprehension and retention of factual knowledge from a text, using restudy as a control condition. The experiment was conducted in an authentic classroom setting, with teachers executing the experiment using original course materials. In 2016, 57 regular third- and fourth-grade pupils (M = 9.04 years old) read three different texts, and each applied three different learning strategies (summarization, retrieval practice and restudy, which were counterbalanced across texts) in subsequent practice sessions. After a 2-week delay, a final test was administered. The learning strategy summarization had a larger positive effect on text comprehension than factual retrieval practice, but had a similar effect compared to restudy. The learning strategy factual retrieval practice had a larger positive effect on text retention than both summarization and restudy. Implications for educational practice are discussed.
Original language | English |
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Number of pages | 11 |
Journal | Journal of Experimental Psychology-Applied |
Early online date | 1 Dec 2023 |
DOIs | |
Publication status | Published - 1 Dec 2023 |
Keywords
- retrieval practice
- summarization
- memory
- reading comprehension
- elementary education
- MULTIPLE-CHOICE
- MEMORY
- KNOWLEDGE
- FEEDBACK
- STUDENTS
- TESTS
- PERFORMANCE
- MIDDLE
- TASKS