The effects of summarization and factual retrieval practice on text comprehension and text retention in elementary education.
J Exp Psychol Appl
; 30(2): 258-267, 2024 Jun.
Article
en En
| MEDLINE
| ID: mdl-38127533
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. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Lectura
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Comprensión
Límite:
Child
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Female
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Humans
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Male
Idioma:
En
Revista:
J Exp Psychol Appl
Asunto de la revista:
PSICOLOGIA
Año:
2024
Tipo del documento:
Article