Article Review : Article Expectancy Affects Metacomprehension

College students studied science passages from a reading comprehension test. They study it twice, in back-to-back sessions and short periods. Then a test was given shortly afterward. Other students studied the passage once and did a practice test in the second session. The ones who studied the passage once did well and remembered the material even after a week, the others who studied back to back did test well then began forgetting the material.

One of the main controversial disputes regarding education is if test taking is actually a beneficial form of a learning technique for students. Within the context of Henry L. Roediger III’s article, How Tests Make Us Smarter, Roediger goes into depth upon how giving students “low-stakes quizzes” could help improve their memory as well as consistent and spread out practice. Psychology In Action, written by both Karen Huffman and Katherine Dowdell, also restates similar learning techniques within their first chapter.

Similarly, the study by McDermott et al. (2014) had the purpose of examining if testing had an impact later performance on exams. Experiment 1a had 141 participants who were in the seventh-grade public school students from a middle-class suburban town located in the Midwest. The study had three learning conditions: multiple-choice quiz, short-answer quiz, or no quiz at all prior to exam. Three tests were initially administered to all participants, a pre-lesson quiz, a post-lesson quiz, and a review quiz a day before the unit exam. The multiple-choice group completed quizzes that had a choice of four different answers and had 30 seconds to complete each question. After choosing an answer, the computer would inform them if they were correct or incorrect to provide feedback. The short-answer group was provided questions at the front of the room, and would write down the answer to the question on a piece of paper within 75 seconds per question. Answers to the questions would be provided for the entire group by the researcher. Exams were completed by all

The role of metadiscourse markers and their explicit instruction in reading comprehension have been studied many research studies (e.g., Camiciottoli, 2003; Intaraprawat & Steffensen, 1995; Vande Kopple, 1985). Moreover, there are studies in Iran as well (e.g., Dastgoshadeh, 2001; Jalilifar & Alipour, 2007; Parvaresh & Nemati, 2008; Aidinlou & Vafaee, 2012; Jalififar & Shooshtari, 2011; Karimi, Tabrizi, Sadeghoghli, 2013; Gholami, Tajjali & Shokrpour,

In classrooms all across America, students sit perched over their desks in the process of taking standardized tests. As the students take the tests, teachers pace nervously up and down the rows of their classroom, hoping and praying that their students can recall the information which they have presented. Some children sit relaxed at their desks, calmly filling in the bubbles and answering essay questions. These children are well prepared and equipped to handle their tests. Other children, however, sit hunched over their desks, pondering over questions, trying to guess an answer. They struggle to recall information that has been covered many times in class, but they can’t.

More recent research has shown that testing is not just a passive tool for assessing one’s knowledge, but it is actually one of the best tools for studying and remembering for the long-term. Karpicke and Roediger (2008) gave groups of college students a list of 40 Swahili-English word pairs, asked them to study it for a set time and then tested them on the list over a total of four consecutive study-test trials. Group 1 repeatedly studied and was also repeatedly tested over the whole list. In the other three groups, once a student had correctly recognized a Swahili word and recalled its English translation, it was either: repeatedly studied but dropped from further testing (Group 2), repeatedly tested but dropped from further studying (Group 3) or dropped from further studying and testing (Group 4). The results? Both group 1 and group 3 had the highest recall. Repeated studying had no effect on the student’s ability to recall the information on a final test, given one week later. Only repeated testing embedded the information in the memory, enabling the students to recall it later. Another interesting aspect of this study is that the participants were asked, “How many words do you think you will recall in one week?” Students in all conditions believed they would recall approximately 50% of the words. Students exposed to the most testing grossly underestimated their ability to recall the words while

The results of the study to determine if an increase of the Comprehensive Instructional Sequence will increase student reading comprehension will decide if the remainder of the classes will also use Comprehensive Instructional Sequence when decoding complex text. If the results are negative, I will look for another form of decoding and scaffolding to help my students’ reading comprehension

Reading Comprehension: Answer questions after reading a variety if stimuli, e.g., note, public sign, poster, e-mail, letter, story, advertisement, article, brochure.

With the high pressure placed on students to meet the standards of the tests, there may be outside forces that hinder the student’s ability to perform high on one of these tests. The US Department of Education argues: "Although testing may be stressful for some students, testing is a normal and expected way of assessing what students have learned” (Testing: Frequently Asked Questions). However, this type of testing has only become normal because students are expected to participate in such tests. Students have grown accustomed to routinely assessments.

It is widely understood standardized tests could provide an outline on the subjects public schools need to focus on. However, as many students prepare for standardized tests, they find themselves memorizing the information rather than learning the necessities. Although students find themselves memorizing information, ninety-three percent of student studies show a positive effect on student achievement.

There comes a time when we all come across a specific test such as school tests, driving test, or even as simple as food tasting test. However, there is a difference between regular tests and testing’s when referring to psychological testing. There are several different psychological tests that many psychiatrists, psychologists, and school counselors use to determine certain abilities, however each of the tests are used for a specific purpose. It is vital for the individuals to contain high knowledge of the tests before applying it to others.

Reading comprehension at a knowledge level is a complex task. Reading comprehension instruction that attempts to move students beyond the knowledge level to a place of true understanding is daunting at best and not something that can be left to guess work. A review of current literature in

The situation for other experimental group was as the same a first group but with this difference that they learned discourse markers by using input elaboration technique which is one major type of modification that the complexity of the text and words remains but the input became more comprehensible for students. Therefore, for target items the appropriate synonyms, definitions or any other explanation was provided. As it was mentioned earlier after teaching reading comprehension students had to write down the appropriate discourse marker which was suitable for the context again student’s errors was corrected by the researcher. So, both experimental groups received feedbacks. Each sessions students reading comprehension texts was conducted and scored and handed over to them. This type of

Often heavily debated on, specifically in an educational setting, is the technique and style in which students are tested. Whether it be multiple choice, true or false, or short answer responses, test takers may respond differently due to certain correlations between the way they are tested, and the way they learn and take tests in general. Using different types of questions for tests has each of their own benefits, as well as drawbacks. Test format, in addition to a student’s age, major and mood, can lead to inaccurate test results which may correlate with improper test formatting. Multiple choice responses provide the student with several relatable choices, one being correct. Students then have a 25% chance of selecting the right response, along with the ability to narrow down the answers. Providing the answer and other comparably subjected answers presented with the question may stimulate the individual’s memory as well. In terms of short answer responses, the individual is forced to recall all components of the experiment. Conversely, in true/false responses, students have a 50% chance of getting the answer correct and are able to make a more precise decision. We predict that true and false responses will yield a higher result than both short answer and multiple choice results. The Power of Negative of Multiple Choice Testing, performed by Roediger III and Marsh, they found that learning was interfered by using a multiple choice format. Also having the test be multiple

Reading comprehension is an essential skill for reasoning and for functioning well in everyday life. The SAT is a test that measures these skills and it is a crucial part of high school students to be admitted into post-secondary schools. A test of this magnitude combined with the increasing competition in college admissions should have test scores increasing as each year passes, but instead, a reverse trend is occurring. The average reading scores have decreased in the last four decades, having dropped an average of thirty-three points from 1972 (Chandler). These drastic decreases in the scores can be attributed to the change in demographics of the test takers and the advancement of technological goods in everyday life.