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Related Experiment Video

Updated: Apr 3, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

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Published on: April 28, 2016

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

Deborah K Reed¹, Yaacov Petscher¹

¹Florida Center for Reading Research, Florida State University.

Reading Psychology

|September 15, 2015

Summary

Prompting strategies significantly impact student reading comprehension and retell performance in 6th-8th graders. Modifying prompts, especially with multiple changes, greatly improves the recall of idea units.

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Published on: June 14, 2019

Area of Science:

Educational Psychology
Cognitive Science
Reading Comprehension Research

Background:

Effective reading comprehension strategies are crucial for academic success.
Understanding how to best assess reading comprehension through retell tasks is an ongoing area of research.
Previous studies suggest prompt design can influence recall, but optimal methods require further investigation.

Purpose of the Study:

To investigate the impact of different prompt types on 6th-8th grade students' retell performance.
To determine if follow-up prompting enhances the quantity of retold information.
To assess the effect of silent reading as a passage reading method on retell outcomes.

Main Methods:

Randomly assigned 6th-8th grade students to four distinct retell testing conditions.
Manipulated prompt types and incorporated follow-up prompting in experimental conditions.
Included a condition with silent reading to evaluate its effect on passage comprehension.
Measured retell performance by the percentage of predetermined idea units recalled.

Main Results:

Both prompt type and the use of follow-up prompting significantly influenced the percentage of idea units retold.
Moderate effect sizes (d = .44-.62) were observed with single prompt modifications.
Strong effect sizes (d = .96-1.05) were found when multiple prompt changes were implemented.
The addition of silent reading did not yield a significant improvement in retell performance.

Conclusions:

Prompt design is a critical factor in eliciting comprehensive retells from students.
Multi-faceted prompt modifications offer substantial gains in assessing reading comprehension.
Silent reading alone does not appear to enhance the quality or quantity of retold information in this context.