The effects of summarization and factual retrieval practice on text comprehension and text retention in elementary education

Fieke Ophuis-Cox*, Lucia Rozendal, Leen Catrysse, Desirée Joosten-ten Brinke, Gino Camp

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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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 languageEnglish
JournalJournal of Experimental Psychology: Applied
DOIs
Publication statusPublished - 21 Dec 2023

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