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
…show more content…
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
Henry L. Roediger III believes that “testing as part of an educational routine provides an important tool not just to measure learning, but to promote it” (Roediger pg. 1). If we stop forcing students to shove information down
It was found that the more a student attempted a quiz, that higher the student’s grade on the quiz became. There are several reasons that take credit for this. The first reason is that taking a quiz for the first time gives a student a better idea of the material that the quiz covers, so if a student attempts the quiz again he/she will be more prepared. The second reason is
The data from the pre-test can be used to adjust what the teacher covers during the activity, such as a student understanding the difference of the adjustment knobs and instead needing a deeper understanding of how each knob affects the image of the specimen. This could also be seen in an improvement from the pre-test to the post-test, such as a student meeting the objective successfully after instruction. Both assessments could also be used to gauge how well the students understood the information the activity presented and help the teacher adjust further learning and lessons afterwards, by including more instruction on how the microscope functions during a practical application test, such as an experiment using a
Howard explains the event in which a new test has been given out to students. The
After reading the article I want to change my study habits some. My goal is to implement the strategy previously mentioned. I think self-testing myself as I read will allow for much more long term absorption of material. In addition, to increasing the skills in how I read I want to learn to create study questions for myself. When study guides are not provided it’s easy to feel overwhelmed with the idea of exams. However, we can train ourselves to recognize important information and create our own study questions to be able to answer before exam day. Self-testing and self-created study questions are going to my new approach at studying.
These test results will influence a lesson plan by giving the teacher proper knowledge they need when planning a lesson in order
The read/write learner is advised to: develop lists, make outlines, obtain study guides, take notes, and write words to the notes several times. It is also recommended to read notes silently, rewrite and paraphrase ideas into other words. Converting graphs, charts, and diagrams into worded statements help the student with a strong read/write preference to understand the meanings contained in the visual material. Meaning is found in words; therefore the student with a read/write learning preference should search for words that describe the meaning of a concept by breaking the concept into textual points. (Fleming, n.d.).
Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effect of instructional
This student’s preferred learning strategy compared to the learning strategy provided by V.A.R.K. is almost identical. The learning strategies that have been used throughout her education have always netted good results, which is evident by her grades. In the past other students have commented about her learning style and the amount of time spent on note taking, outlines, and writing out note cards, but she has perfected this process for her learning style.
This helped students who narrowly failed the exam moved on to 4th grade with their class and prevented them from being held back. This also freed up time teachers spent remediating students who were retained due to not passing the exam.
In this research project there are two theories being tested. The first theory is that they believe that the neglect of testing in all levels of education is misguided. The second theory being tested is testing has a powerful positive effect on future retention. Researchers conducted two experiments to find out the testing effect under relevant conditions. In the past tests like multiple choice and short answer have been used.
“Testing makes perfect, finds memory retrieval research” by The American Psychological Association informs the reader that rigorous testing may contribute to higher scores as opposed to the repetition of studying. In the research provided by the article, 4 groups of students were formed and only one group constantly tested Swahili-English words. A week later the same students were tested again and the group of constant studying scored and 80%, while the other
Considering that this research included the use of observation, I learned that I should not rush. For example, while reading a report, I skimmed it and did not understand what the author was trying to convey. Therefore, I took my time re-reading the report and understood the author’s point more. In addition, I also learned that I remembered specific detail if the detail sounded odd. For example, when I interviewed Ocean Ramsey, I thought her name was unique. Thus, I was able to remember certain details she gave me. Taking my time and remembering things by using odd words, I am able to be a sufficient
approach or the other two approaches, in terms of its effect on reading comprehension. The three
Since humanity began, learning has been deemed as one of the most important abilities of humans. Some (Piaget, 1971) argue that to a certain extent, learning is innate and that the ability of humans to learn is beyond understanding and is what, differentiates humans from other animals. However, complex learning has always proved a challenge in academia as new methods are continuously developed in search of the most effective. Today, many learning techniques such as highlighting and rereading are used throughout the educational system. This essay will illustrate the benefits of active note taking as a learning technique and support the fact that it is most effective.