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Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text
Author(s) -
Schisler Rebecca,
Joseph Laurice M.,
Konrad Moira,
AlberMorgan Sheila
Publication year - 2010
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20460
Subject(s) - comprehension , reading comprehension , context (archaeology) , phrase , psychology , reading (process) , drill , linguistics , literal (mathematical logic) , computer science , natural language processing , history , archaeology , philosophy , materials science , metallurgy
The purpose of this study was to compare the instructional effectiveness and efficiency of oral retelling, written retelling, and passage review comprehension strategies on third‐grade students' accuracy and rate of answering reading comprehension questions. A modified alternating treatment design was used to compare the effects of oral retelling, written retelling, and passage review strategies. Each strategy occurred within the context of repeated readings with phrase drill error correction. This study extended previous research findings by examining the effects of oral and written retelling as strategies for improving both literal and inferential comprehension and by investigating the efficiency of retelling procedures. Findings revealed that students' accuracy in answering reading comprehension performance was better under both retelling conditions than the passage review condition. The oral retelling coupled with repeated readings and phrase drill error correction was the most efficient instructional method for answering comprehension questions correctly. © 2009 Wiley Periodicals, Inc.