Retention of text information by grade, ability, and study∗

Bibliographic Data

ID11274141
AuthorsPriscilla A Drum (University of California, Santa Barbara, corresponding author)
Year1985
Volume8
Issue1
Pages21-52
Publication date1985-01-01
Open AccessNo
TypeARTICLE
VenueDiscourse Processes (JOURNAL)
Journal identifiersISSN: 0163-853X • E-ISSN: 1532-6950
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01638538509544606
OpenAlexW1970718341
LanguageEN
References cited25

These developmental studies explore quantitative and qualitative differences in text processing, reading time and study time, and in learning from text, at immediate and delayed recall. Good and poor readers in fifth, eighth, eleventh, and college grades read and immediately recalled information from two science and two social studies texts used at each grade. Contrary to previous findings, there were no quantitative differences in reading time or amount recalled by grade. All readers also included proportionately more of the high‐level information than the less important ideas. Able readers of all ages did recall more text information and better maintained input structure in their protocols. After immediate recall, the passages were returned for study conditions, outlining and thinking, and delayed recall was taken a week later. There was increased retention by both grade and by reading ability. Studying also improved delayed retention, but the older subjects’ outlines reflected text structure better than those of younger subjects. The major qualitative changes by age were in the conscious appreciation of text structure while studying and in the maintenance of that structure in recall

Cognitive psychology · Developmental psychology · Linguistics · Mathematics education · Qualitative research · Reading (process · Reading comprehension · Recall · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development · Visual and Cognitive Learning Processes

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