Effects of Testing versus Review on Rote and Conceptual Learning from Prose.

Bing, Sally B.

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Peer reviewed

ERIC Number: EJ305623

Record Type: CIJE

Publication Date: 1984

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Effects of Testing versus Review on Rote and Conceptual Learning from Prose.

Bing, Sally B.

Instructional Science, v13 n2 p193-98 Jul 1984

Presents a study investigating effects of reading ability and study activity (rote or conceptual testing, structured or unstructured review) on learning outcomes of students assigned a reading on behavior modification procedures. Results indicate no significant effect for type of study activity and high reading ability students performed better. (Author/MBR)

Descriptors: Analysis of Variance, High Achievement, Intermode Differences, Learning Strategies, Low Achievement, Reading Ability, Reading Research, Reading Tests, Research Methodology, Review (Reexamination), Secondary Education, Testing

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A