Applying distributed practice in the schools to enhance retention of spelling words
Document Type
Article
Publication Date
9-2023
Abstract
Distributed practice is often cited as a best practice for instruction, although research on the application of spaced practice to schools is limited. The impact of practice distributed across days and the impact of practice distributed within sessions were examined. Second and third grade participants (n = 88) were randomly assigned to practice eight spelling words in a massed or distributed fashion, both within sessions and across sessions. Retention was measured immediately and 28 days after the final practice sessions. No differences in immediate retention were observed. Retention after 28 days was greater when across‐session distributed practice was provided. These results suggested that practice distributed across weekly sessions was most beneficial.
Department
Psychology
Print ISSN
0033-3085
College
Humanities and Social Sciences
Online ISSN
1520-6807
Publication Title
Psychology in the Schools
Recommended Citation
Petersen-Brown, S., Riese, A. M., Schneider, M. M., Ray, J. E., & Clonkey, H. R. (2023). Applying distributed practice in the schools to enhance retention of spelling words. Psychology in the Schools, 60(9), 3486-3503. https://doi.org/10.1002/pits.22943
DOI
10.1002/pits.22943
Link to Publisher Version (DOI)
Publisher's Copyright and Source
Copyright © 2023 Wiley Periodicals LLC.
