A math teacher whose students had typically prepared for tests by rereading notes implemented three retrieval-practice strategies after learning that rereading is not effective for long-term retention¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q1
Currency · newest study 2016 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? After a research presentation on retrieval practice, teacher Dan Newell implemented retrieval practice in his classes using three strategies, motivated by evidence that rereading notes is ineffective for long-term remembering. → Improving Research and Practice through Partnership: Lessons Learned from Santa Clara Unified Schools and UC San Francisco Researchers 2016

Evidence¶

Improving Research and Practice through Partnership: Lessons Learned from Santa Clara Unified Schools and UC San Francisco Researchers 2016¶

Improving Research and Practice through Partnership: Lessons Learned from Santa Clara Unified Schools and UC San Francisco Researchers. (2016). Digital Promise. https://digitalpromise.dspacedirect.org/items/319db7e4-46fb-4f18-a6f0-628edf43ae9e

q1 · i? · qualitative · r1

Case study of research use in practice: a former NMSA math teacher (the source does not say what grade levels NMSA serves), motivated by Uncapher's presentation on retrieval practices shown to improve retention, implemented retrieval practice in his classes with three strategies; his students had typically prepared for tests by rereading their notes. The source does not say whether he stopped them rereading. No outcome data are reported.

"His students had typically prepared for tests by “reading and rereading” their notes, but research has shown that this strategy is not effective for remembering information over the long term. Newell decided to implement retrieval practice with his classes using three strategies."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Repeatedly recalling a text without feedback or rereading produces the best one-week retention, while repeated studying leads on a final test at the end of the session — a broader claim this one bears on
• Retrieval Practice Improves Long Term Retention — a broader claim this one bears on
• Spaced retrieval practice produces better final retention than massed retrieval even though spacing lowers initial retrieval success, and more absolute spacing enhances long-term retention — related
• Spaced Retrieval Improves Retention — related
• Learners Misjudge Retrieval Benefit — related
• In a Terracotta study across classes, retrieval practice review outperformed restudy review on subsequent exams — related
• Rereading is less effective than retrieval practice — related