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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.
Abstract:
This study examined whether the type of prompt or the method of passage reading had an effect on the retell performance of 6th-8th graders randomly assigned to one of four retell testing conditions. Both the type of prompt and the use of follow-up prompting were significantly related to the percentage of predetermined idea units retold. Effect sizes were approximately moderate (d = .44-.62) when one change was made to the prompt but were strong (d = .96-1.05) with a combination of changes. The addition of silent reading did not significantly improve performance.
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