The Influence of Testing Prompt and Condition on Middle School Students’ Retell Performance

Abstract

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.

Do Live Versus Audio-Recorded Narrative Stimuli Influence Young Children's Narrative Comprehension and Retell Quality?

“…Because narrative skill is critical to daily interactions as well as literacy acquisition, a precise understanding is needed about procedural factors that influence children's narrative performance. Previous studies have shown that assessment procedures such as the nature of follow-up prompts, story presentation method (i.e., oral and pictorial presentation), and use of media can influence children's performance on narrative tasks (Reed & Petscher, 2012;Schneider & Dubé, 2005). In particular, given the widespread and increasing use of media and digital devices in the home and classroom, it is important for researchers and clinicians to understand whether the presentation method of narrative stories (i.e., live versus audio-recorded stimuli) influences children's narrative comprehension and oral retell.…”

“…For instance, variation in follow-up prompts influenced middle-school students' oral-retell performance such that students who were provided with follow-up prompts such as "Do you remember anything else?" produced a greater number of idea units than those who were not (Reed & Petscher, 2012). In addition, presentation of stories using oral and pictorial stimuli made a difference in children's story recall such that kindergartners and second graders recalled more content when stories were presented orally and pictorially than either orally or pictorially (Schneider & Dubé, 2005).…”

The MRCI with juvenile detainees: optimizing performance or emphasizing ecological validity?

“…To put this encouragement in context, even the use of a single follow-up prompt (e.g., "Do you remember anything else?") can substantially increase overall recall in middle-school students (d = 0.40) with much larger effects for multiple prompts (Reed & Petscher, 2012).…”

“…As previously noted, the MRCI uses encouraged performance because juvenile detainees are focused on only one component at a time and provided with additional assistance (see Goldstein et al, , appendix E). When an incomplete response is provided on the CMR‐II, juveniles are prompted with the following: “Tell me more about that.” To put this encouragement in context, even the use of a single follow‐up prompt (e.g., “Do you remember anything else?”) can substantially increase overall recall in middle‐school students ( d = 0.40) with much larger effects for multiple prompts (Reed & Petscher, ).…”

The effect of reader knowledge and textual features on second-language reading outcomes in an Indonesian EFL context

“…Previous research with fifteen-year-old students (grades 8 and 9) in Germany found that the without-text condition was more sensitive and purer in assessing online comprehension (Schroeder, 2011). In addition, rereading a text did not significantly affect students' reading performance as compared with reading it only one time (Callender & McDaniel, 2009;Reed & Petscher, 2012).…”