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The Read-Recite-Review Study Strategy: Effective And Portable

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The Three R’s

An Analysis of Psychological Science’s Read-Recite-Review Strategy

Michelle Ly

St. John’s University

Abstract

Though the use of note-taking and rereading is most notably known as the best study technique amongst college students, we see that other ways of retaining information can be more beneficial than that of writing notes and reading them over before exams. The article at hand tests the idea of a 3R method which is the use of reading, recalling, and reviewing information instead of traditional study methods. The usage of the 3R strategy in studying is seen as more effective than traditional note-taking, due to the 3R strategy being able to increase the chances of recalling information
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This allowed the students to be retested on the first and third passages and tested on the second and fourth passages for the first time.

Results

In regards to study time, we see that students using the note-taking method spent significantly more time than students who used the 3R or reread-only method. Additionally, we see that those who used the 3R method took more time than those who used the reread only method.

In the results provided in the journal, we see that in the free recall testing, the use of the 3R method was more successful across the board than those who used note taking or rereading as their study strategy. The results of the students who used the note-taking strategy and the rereading strategy were not as significant as students using the 3R strategy.

During the multiple choice portion, we see that students who used the note-taking strategy did better than those who used the 3R strategy and the rereading strategy.

During the short answer portion, we see that students did better on the immediate test than that of the delayed testing (the test with no prior testing).

Experiment 2

In the second experiment, the information became a lot more complicated and ultimately more difficult, testing the possibility that the 3R method could stretch to more complicated information. Students were given two educational texts and the same instructions as indicated in
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