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Title: The 3R study strategy to improve text retention and text comprehension
Authors: Reijners, Pauline
Kester, Liesbeth
Wetzels, Sandra
Kirschner, Paul A.
Keywords: 3R-study strategy
intentional learning
incidental learning
inserted questions
transfer appropriate processing
Issue Date: 10-Sep-2013
Abstract: The research reported on investigates the contribution of the read-recite-review (3R) study strategy to improve both students’ text retention and text comprehension. Both the effect of intentional learning with inserted verbatim or comprehension questions during reading and retrieval compared to incidental learning by performing free recall and the effect of transfer appropriate processing during learning on final test performance (repeated and new questions) are investigated. One hundred and thirty-one first-year students participated and they were randomly divided in four intentional (1-4) and one incidental learning condition (5): (1) two times verbatim questions, (2) two times comprehension questions, (3) verbatim-comprehension questions, (4) comprehension-verbatim questions and (5) free recall. During the presentation the results of the study are presented.
Description: Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2013, 27 August). The 3R study strategy to improve text retention and text comprehension. In B. Klein (Chair), Effective Learning Strategies and their Usage in Self-regulated Training Programs and Computer-Based Learning. Symposium conducted at the EARLI 2013 conference, Munich, Germany.
Appears in Collections:1. LC: Publications and Preprints

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