Retrieval practice and sentence generation effects on vocabulary learning in middle-school children

Retrieval practice and elaborative encoding typically improve memory retention, although their effects on vocabulary learning remain unclear. We address this issue in two classroom experiments wherein sixth-grade children performed three study-practice sessions to learn pseudoword-word associations through retrieval practice, sentence generation, and copy. In a final cued-recall test, the pseudowords served as cues for the words. In Experiment 1, retrieval practice was followed by immediate feedback and produced greater retention than sentence generation, while both produced greater retention than copy. In Experiment 2, feedback was removed and retrieval practice and sentence generation produced indistinguishable effects, although both outperformed copy. A dictation task included in Experiment 2 showed that orthographic performance did not moderate the learning effects. Taken together, these results indicate that retrieval practice and sentence generation are beneficial for teaching vocabulary to middle-school children with diverse orthographic skills, and that feedback may boost the positive effects of retrieval practice.