Helping Students Retain What They Read: RRS and eRRS
Abstract
Students do not always complete assigned readings in college courses (Berry, Cook, Hill, & Stevens, 2010; Phillips & Phillips, 2007; Sikorski et al., 2002) or they read to cram for an exam (Clump, Bauer, & Bradley, 2004). We suggest that faculty create activities that are designed to help students retain the important concepts from the readings. The reading retention strategy (RRS) and the electronic reading retention strategy (eRRS) are designed to: assist students in understanding the main points from the class readings, create interaction with peers, and check their responses to prompting questions. The results of the study indicate that students ( n= 57) recalled more information when the RRS and eRRS were implemented. The objectives of the presentation are to discuss: the students' reactions to using the two strategies, the results of the study, and recommendations for implementing this strategy when teaching in a college classroom.
Location
Room 217
Recommended Citation
Divoll, Kent and Browning, Sandra, "Helping Students Retain What They Read: RRS and eRRS" (2013). SoTL Commons Conference. 91.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/91
Helping Students Retain What They Read: RRS and eRRS
Room 217
Students do not always complete assigned readings in college courses (Berry, Cook, Hill, & Stevens, 2010; Phillips & Phillips, 2007; Sikorski et al., 2002) or they read to cram for an exam (Clump, Bauer, & Bradley, 2004). We suggest that faculty create activities that are designed to help students retain the important concepts from the readings. The reading retention strategy (RRS) and the electronic reading retention strategy (eRRS) are designed to: assist students in understanding the main points from the class readings, create interaction with peers, and check their responses to prompting questions. The results of the study indicate that students ( n= 57) recalled more information when the RRS and eRRS were implemented. The objectives of the presentation are to discuss: the students' reactions to using the two strategies, the results of the study, and recommendations for implementing this strategy when teaching in a college classroom.
