The Effects of Retrieval Practice Across Levels of Thinking and Retention Interval on Reading Comprehension

Abstract: The present study examined the effect of different types retrieval practice on reading comprehension across levels thinking and retention interval in a classroom setting. One hundred undergraduates divided into two groups (short- long-retention interval) were asked to read passage topic Cognitive Psychology then required engage learning strategy using question format (production test recognition test) (lower-order higher-order thinking). A three-way mixed ANOVA statistical was used analyse data found no significant differences practice, suggesting that performance when is equivalent production test. difference between also not observed, indicating students short-retention group retained just as much information those group. Additionally, observed students’ thinking, signifying for lower-level questions better than higher-level questions. finding contributed existing body knowledge which it suggested test, particularly well-constructed one, with competitive alternatives test.
 
 Keywords: Levels Question format, Reading comprehension, Retention interval, Retrieval