Influence of access to reading material during concept map recomposition in reading comprehension and retention

Abstract

This study investigated the influence of reading time while building a closed concept map on reading comprehension and retention. It also investigated the effect of having access to the text during closed concept map creation on reading comprehension and retention. Participants from Amazon Mechanical Turk (N = 101) read a text, took an after-text test, and took part in one of three conditions, “Map & Text”, “Map only”, and “Double Text”, took an after-activity test, followed by a two-week retention period and then one final delayed test. Analysis revealed that higher reading times were associated with better reading comprehension and better retention. Furthermore, when comparing “Map & Text” to the “Map only” condition, short-term reading comprehension was improved, but long-term retention was not improved. This suggests that having access to the text while building closed concept maps can improve reading comprehension, but long term learning can only be improved if students invest time accessing both the map and the text.