Improving children's comprehension and memory: Reciprocal teaching vs. repeated testing

2011 ◽  
Author(s):  
Maya M. Khanna ◽  
Kelly DiFolco
Keyword(s):  
Reciprocal Teaching ◽  
Repeated Testing

Bladder Ca Screening Requires Repeated Testing

2007 ◽  
Vol 40 (13) ◽  
pp. 17
Author(s):  
CAROLE BULLOCK
Keyword(s):  
Repeated Testing

Measuring IQ From Repeated Testing

1997 ◽  
Author(s):  
B. N. Axelrod ◽  
B. Brines ◽  
L. J. Rapport
Keyword(s):  
Repeated Testing

Repeated testing increases confidence but not accuracy in the misinformation paradigm

2006 ◽  
Author(s):  
Ayanna K. Thomas ◽  
Jason C. Chan ◽  
Meredith Stauffer ◽  
Rebecca Reisman
Keyword(s):  
Repeated Testing

Assessment of Reciprocal Teaching on Comprehension for Poor Word Decoders

1994 ◽  
Author(s):  
Mina C. Johnson ◽  
Dick Olson ◽  
Barbara Wise
Keyword(s):  
Reciprocal Teaching

Single and repeated testing of growth hormone secretory capacity in hypopituitarism using growth hormone releasing factor

1986 ◽  
Vol 113 (4_Suppl) ◽  
pp. S118-S122 ◽  
Author(s):  
O. BUTENANDT ◽  
M. EMMLINGER ◽  
H. DOERR
Keyword(s):  
Growth Hormone ◽  
Body Weight ◽  
Pituitary Gland ◽  
Bolus Injection ◽  
Hormone Deficiency ◽  
Test Results ◽  
Repeated Testing ◽  
Plasma Growth Hormone ◽  
Once Daily ◽  
Secretory Capacity

Abstract 38 patients with proven growth hormone deficiency (GHD) and 19 children with familial short stature received an iv GRF-bolus injection of 1 ug/kg body weight. Whereas in all control children plasma growth hormone rose significantly (mean of maximal values 36 ng/ml), only 7 out of 38 patients with GHD reached peak values of 8 ng/ml or more. GRF-priming by 1 ug GRF/kg BW given once daily s.c. for 5 days in 19 patients improved the response of the pituitary gland in 11. Thus, following the first GRF test, only 21 % of patients demonstrated function of the pituitary gland whereas 45 % did so when all test results are combined. To evaluate the pituitary function in patients with GHD correctly, GRF tests following a GRF priming period seems to be necessary to reactivate atrophic somatotropic cells of the pituitary gland.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

PENERAPAN MODEL PEMBELAJARAN RECIPROCAL TEACHING DIPADU DENGAN READING, QUESTIONING, AND ANSWERING UNTUK MENINGKATKAN HASIL BELAJAR DAN RETENSI SISWA KELAS XI SMA NEGERI 7 AMBON PADA MATERI SISTEM EKSKRESI

2019 ◽  
Vol 1 (1) ◽  
pp. 9-15
Author(s):  
Yeslina Patty ◽  
M Nur Matdoan ◽  
S Liline ◽  
Tri Santi Kurnia
Keyword(s):  
Reciprocal Teaching

Penelitian untuk mengetahui hasil belajar dan retensi siswa dengan penerapan model pembelajaran Reciprocal Teaching dipadu dengan Reading, Questioning, and Answering pada materi sistem ekskresi telah dilakukan pada tanggal 21 Mei – 21 Juni 2018. Teknik pengumpulan data dengan menggunakan tes untuk untuk mengetahui hasil belajar siswa dan  retest untuk mengetahui retensi siswa. Lembar observasi digunakan untuk mengetahui nilai afektif dan psikomotor siswa. Data hasil penelitian dianalis secara deskriptif. Hasil penelitian menunjukkan bahwa penerapan Reciprocal Teaching dipadu dengan Reading, Questioning, and Answering dapat meningkatkan hasil belajar siswa dengan perolehan rata-rata nilai formatif yaitu 83.43. Namun, model pembelajaran Reciprocal Teaching dipadu dengan Reading, Questioning, and Answering tidak berpengaruh pada retensi siswa.

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