Cao Yucheng, Kim Young-Suk Grace
University of California, Irvine.
Educ Res Rev. 2021 Feb;32. doi: 10.1016/j.edurev.2020.100375. Epub 2020 Dec 15.
Retell is used widely as a measure of reading comprehension. In this meta-analysis, we evaluated the relation between retell and other measures of reading comprehension among students in Grades 1-12. Data from 23 studies (82 effect sizes; = 4,705 participants) showed a moderate relation between retell and other measures of reading comprehension, = .46. Moderation analyses revealed that the relation was stronger when reading comprehension was measured by cloze or maze tasks than when measured using a multiple-choice format. In addition, the relation was weaker in higher grades, but this was largely explained by text genre or the number of prompts in retell. The relation between 'oral' retell and reading comprehension was stronger with a greater number of prompts provided during retell tests. In contrast, results did not differ by other features of retell such as reading mode (oral or silent), text genres of retell (narrative or informational), or use of different oral retell evaluation methods (e.g., number of words or ideas, overall quality). Overall, the results indicate a moderate relation, on average, between retell and other measures of reading comprehension. However, the moderate magnitude indicates caution for using retell as the sole measure of reading comprehension. The results also indicate a need for a better understanding about more systematic approaches to retell assessment (e.g., number and kind of prompts in the case of oral retell) as a measure of reading comprehension.
复述被广泛用作阅读理解的一种衡量方式。在这项荟萃分析中，我们评估了1至12年级学生复述与其他阅读理解衡量方式之间的关系。来自23项研究的数据（82个效应量；N = 4705名参与者）显示，复述与其他阅读理解衡量方式之间存在中等程度的关系，r = 0.46。调节分析表明，当通过完形填空或迷宫任务来衡量阅读理解时，这种关系比使用多项选择题形式衡量时更强。此外，这种关系在高年级中较弱，但这在很大程度上可以由复述中的文本体裁或提示数量来解释。在复述测试中提供更多提示时，“口头”复述与阅读理解之间的关系更强。相比之下，复述的其他特征，如阅读模式（口头或默读）、复述的文本体裁（叙事或信息性）或使用不同的口头复述评估方法（例如，单词或观点数量、整体质量），其结果并无差异。总体而言，结果表明复述与其他阅读理解衡量方式之间平均存在中等程度的关系。然而，这种中等程度表明在将复述用作阅读理解的唯一衡量方式时需谨慎。结果还表明，需要更好地理解将复述评估作为阅读理解衡量方式的更系统方法（例如，口头复述情况下提示的数量和种类）。
