THE INFLUENCE OF TESTING PROMPT AND CONDITION ON MIDDLE SCHOOL STUDENTS' RETELL PERFORMANCE

被引：8

作者：

Reed, Deborah K. ^{[1
]}

Petscher, Yaacov ^{[1
]}

机构：

[1] Florida State Univ, Florida Ctr Reading Res, 2010 Levy Ave,Ste 100, Tallahassee, FL 32310 USA

来源：

READING PSYCHOLOGY | 2012年 / 33卷 / 06期

关键词：

D O I：

10.1080/02702711.2011.557333

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study examined whether the type of prompt or the method of passage reading had an effect on the retell performance of 6th-8th graders randomly assigned to one of four retell testing conditions. Both the type of prompt and the use of follow-up prompting were significantly related to the percentage of predetermined idea units retold. Effect sizes were approximately moderate (d=.44-.62) when one change was made to the prompt but were strong (d=.96-1.05) with a combination of changes. The addition of silent reading did not significantly improve performance.

引用

页码：562 / 585

页数：24

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