The Influence Of Retrieval Format,Feedback Timing And Question Type On Reading Achievement And Meta-Comprehention Monitoring

Reading comprehension is,undoubtedly,an important cognitive operation.In order for students to effectively complete reading and memorize and understand the content of the reading material,teachers need to guide students to adopt appropriate learning strategies to effectively learn and monitor the process of reading comprehension.So which strategies are helpful for students to learn and monitor their reading comprehension? Research has shown that retrieval practice contributes to remember longer than study twice,which is known as Retrieval Practice Effect.This breaks the previous cognition that " retrieval practice is only a tool to examine the degree of knowledge mastery,and cannot promote learning like coding".Some research suggest that retrieval practice is even more beneficial to long-term memory than organization and refinement strategies such as scribing,taking notes,and making concept maps.Moreover,the retrieval practice can also contribute to monitor the process of reading comprehension,which means it can improve the accuracy of meta-comprehension monitoring.Therefore,the retrieval practice may be a more effective learning strategy.Now,our research on retrieval practice is not limited to memory learning,and it is found that it may also be applicable to higher order learning.In the research of retrieval practice,retrieval format and feedback are important research variables.Therefore,this paper relates to the influence of retrieval format,feedback timing and question type on reading achievement and meta-comprehension monitoring.This research consisted of four experiments,all of which adopt the classical research paradigm of retrieval practice.Experiment 1a was an experimental design of single factor within subjects.On the premise of using oral report to answer,it explored the influence of different learning strategies on reading achievement and metacomprehension monitoring in memory learning,verifying Retrieval Practice Effect and its meta-cognition advantage in memory learning.On the premise that the initial retrieval practice presents high-level questions,Experiment 1b explored the influence of different learning strategies on reading achievement and meta-comprehension monitoring in inferential learning,which was an experimental design of single factor within subjects,examining the Retrieval Practice Effect and its metacognitive advantage in inferential learnings.After Experiment 1 verifying Retrieval Practice Effect on two levels of learning,Experiment 2 explored the influence of different retrieval formats on reading achievement and meta-comprehension monitoring in different levels of learning,which was a 2(retrieval format: multiple-choice,short-answer)× 2(question type:memory,inference)experimental design of two factor within subject.Based on the better retrieval format of Experiment 2,Experiment 3 explored the influence of feedback timing after retrieval practice on reading achievement and metacomprehension monitoring in different levels of learning,which was a 2(feedback timing: immediate,delayed)× 2(question type: memory,inference)experimental design of two factor within subject.The research conclusions are showed as follows:(1)Retrieval practice is suitable for high and low level learning and has advantages in the metacognition of different levels of learning.(2)Only in higher order reference learning the short-answer format contributed to more retention than multiple-choice format.But no matter which type of learning,shortanswer format has a greater metacognitive advantage.(3)Only in higher order reference learning the delayed feedback contributed to more retention than immediate feedback.But in terms of metacognitive monitoring,in higher order reference learning delayed feedback is slightly more accurate than immediate feedback;On the other hand,in lower order memory learning,immediate feedback is more accurate.