SOUTHERN LUZON TECHNOLOGICAL COLLEGE FOUNDATION, INC.

Marifosque, Pilar, Sorsogon

Name: Gerlie Ann B. Luber

Course/Major/Year/Block: BEED IV-B 
Instructor: Cleus Reamico
Date: October 1,2021

ACTIVITY 1: FINDING YOUR TOPIC OF INTEREST

Instructions:

On the blank space next to “Topic”, write the word or phrase of the topic that interests you.

A. Related Literature
1. On the internet, look for literatures related to your topic and fill in the blank spaces
provided for RELATED LITERATURE.

B. Related Studies
1. Open this link https://journals.sagepub.com and search for “action researches” related
to your topic of interest, and fill in the blank spaces provided for RELATED STUDIES.

Topic: Recitation
 

Related Literatures
Author: Meredith D. Gall, Beatrice A. Ward, David C. Berliner  Leonard S. Cahen, Philip H.
Winne, Janet D. Elashoff, George C. Stanton

Website: https://journals.sagepub.com/doi/pdf/10.3102/00028312015002175
1 URL: https://doi.org/10.3102/00028312015002175
Date: March 1, 1978
Article: Volume: 15 issue: 2, page(s): 175-199

Author: Jerry Livesay, Ashley Liebke, Michael Samaras, Aileen Stanley

Website: https://journals.sagepub.com/doi/pdf/10.2466/pms.1996.83.3f.1355
2 URL: https://doi.org/10.2466/pms.1996.83.3f.1355
Date: December 1, 1996 
Article: Volume: 83 issue: 3_suppl, page(s): 1355-1362
Author: Book Review
3
Website: https://journals.sagepub.com/doi/pdf/10.1177/002205740606302118
 URL: https://doi.org/10.1177/002205740606302118
Date: May 1, 1906 
Article:
Volume: 63 issue: 21, page(s): 581-581
Author: Book Review
Website: https://journals.sagepub.com/doi/pdf/10.1177/002205741107302411
URL: https://doi.org/10.1177/002205741107302411
4
Date: June 1, 1911
Article:
Volume: 73 issue: 24, page(s): 682-682
Author: Don W. Edgar

Website: https://journals.sagepub.com/doi/full/10.1177/2158244012462707
URL: https://doi.org/10.1177/2158244012462707
5
Date: October 1, 2012
Article: Volume: 2 issue: 4,

Author: Book Review Journal of Education

Website: https://journals.sagepub.com/doi/pdf/10.1177/002205740305701816
6 URL: https://doi.org/10.1177/002205740305701816
Date:  April 1, 1903
Article: Volume: 57 issue: 18, page(s): 283-283

Author: Book Review Journal of Education

Website: https://journals.sagepub.com/doi/pdf/10.1177/002205749804800222
7 URL: https://doi.org/10.1177/002205749804800222
Date: July 1, 1898
Article: Volume: 48 issue: 2, page(s): 50-50

Author: Book Review Journal of Education

Website: https://journals.sagepub.com/doi/pdf/10.1177/002205741307802103
URL: https://doi.org/10.1177/002205742810702620
8
Date: June 1, 1928 
Article: Volume: 107 issue: 26, page(s): 780-780
9 Author: Book Review Journal of Education
Website: https://journals.sagepub.com/doi/pdf/10.1177/002205741307802103
URL: https://doi.org/10.1177/002205741307802103
Date: December 1, 1913
 Article: Volume: 78 issue: 21, page(s): 568-569

Author: Book Review Journal of Education

Website: https://journals.sagepub.com/doi/full/10.1177/1527002512461155
1 URL: https://doi.org/10.1177/002205740406002418
0 Date: December 1, 1904 
Article: Volume: 60 issue: 24, page(s): 410-410

Related Studies
Title: The Read-Recite-Review Study Strategy: Effective and Portable
Author: Mark A. McDaniel, Daniel C. Howard, Gilles O. Einstein

URL: https://doi.org/10.1111/j.1467-9280.2009.02325.x

Date: October 3,1996

Article: Volume: 20 issue: 4, page(s): 516-522

Two experiments with college students investigated the effectiveness

of the 3R (read-recite-review) strategy for learning from educational texts.
The 3R strategy was compared with rereading and note-taking study
strategies using free-recall, multiple-choice, and short-answer inference
1 tests immediately after study and after a 1-week delay. In Experiments 1
and 2, 3R improved immediate and delayed free recall of fact-based
passages, relative to the rereading and note-taking strategies.
In Experiment 2, which used longer, more complex passages on
engineering topics, performance on multiple-choice and problem-solving
items was better in the 3R than in the rereading condition, and was
equivalent in the 3R and note-taking conditions, though 3R took less
study time than note taking. An inherent advantage of 3R relative to other
testing methods for improving learning is that 3R is under the learner's
control. These results indicate that it is also an efficacious study
technique that capitalizes on the mnemonic potency of retrieval and
feedback.

Title: How the Superintendent May Correct Defective Class-Work and Make
the Work of the Recitation Teach the Pupil how to Prepare His Lesson
Properly
2
Author: Dr. W. T. Harris
URL: https://doi.org/10.1177/00220574060640060

Date: August 1, 1906 

 Article:

Title: Covert Speech Behavior during a Silent Language Recitation Task

Author: Meredith D. Gall, Beatrice A. Ward, David C. Berliner  Leonard S. Cahen, Philip H.
Winne, Janet D. Elashoff, George C. Stanton
3 URL: https://doi.org/10.3102/00028312015002175

Date: March 1, 1978

Article: This study tested the prediction that covert speech behavior measured
electromyographically from the lips is significantly more prominent during
 a brief silent-language recitation task than a brief nonlanguage
visualization task. Subjects were 20 right-handed, adult volunteers who
agreed to participate. Subjects were tested in a multiple-baseline reversal
design following an ARAB procedure whereby A1 and A2 were 30–sec.
rest periods. B1 and B2 were alternatively assigned 30–sec. silent-
language recitation and visualization-test periods, respectively. Subjects'
dorsal lips and nondominant forearm EMG measures were taken during
resting baseline and testing conditions. In addition, subjects' skin surface
temperature and heartrate were measured during the rest and test
conditions. For the silent-language task, subjects were asked to recite
‘mentally’ the Pledge of Allegiance to the flag. Subjects were instructed to
‘imagine seeing’ the American flag for the visualization task. Subjects'
mean lip EMG activity increased significantly from rest to the silent-
language recitation task, while no significant change in mean lip EMG
was observed from rest to the visualization condition.
Title: Techniques and Recitation on Student Learning
Author: Meredith D. Gall
URL: https://doi.org/10.3102/00028312015002175

Date: March 1, 1978 

Article: Two experiments were done in which sixth-grade students
participated in 10 ecology lessons, each involving reading/viewing of
curriculum materials plus a teaching treatment. In Experiment I, four
treatments were arranged in three equivalent Latin squares so that each
of 12 trained teachers taught each treatment. The treatments varied
presence-absence of recitation and presence-absence of probing (a
4 follow-up question to improve a student's initial response) and redirection
(asking another student to respond to the question). Experiment II
followed the same design, except the treatments varied presence-
absence of recitation and percentage of higher cognitive questions (25%,
50%, and 75%) within recitations. Student's information recall, attitudes
toward curriculum topics, and ability to respond both in written and oral
form to higher cognitive questions were assessed. In both experiments,
recitation substantially improved learning, especially information recall
and higher cognitive responding. Probing and redirection in Experiment I
had no effect on learning. In Experiment II, recitations with 50% higher
cognitive questions were unexpectedly the least effective in promoting
information recall, relative to recitations with 25% or 75% higher cognitive
questions.
Title: Learning Theories and Historical Events Affecting Instructional Design in
Education: Recitation Literacy Toward Extraction Literacy Practices
5 Author: Don W Edgar
URL: https://doi.org/10.1177/2158244012462707
 Date: October 1, 2012
Article: How learning occurs has been a question pondered by the masses
since formal education began thousands of years ago. Understanding the
process has included many paradigm shifts in thought and practice. A
thorough look at one major paradigm shift occurred in the past century,
which has led to a plethora of ideas when identifying best practices to
encourage learning. A look into this transformation will exact a better
understanding of learning and how it best arises, leading to designing
instruction that greater impacts the learner.
Title: Fetal Response to Live and Recorded Maternal Speech
Author: Charlene A. Krueger , Cynthia Garvan, PhD y C. Cave, BSN, RN

URL: https://doi.org/10.1177/1099800414532308

Date: May 1, 2014

Article:
The purpose of this study was to compare the fetal response to live
and recorded maternal speech following a lengthy history of exposure
to a passage spoken by the mother. Participants comprised a
convenience sample of 21 pregnant women. The women recited an
assigned passage (nursery rhyme) twice daily from 28 to 34 weeks’
gestational age (GA), and their fetuses were tested at 34 weeks’ GA.
During testing, fetal heart rate and movement were measured in
response to two different formats of the assigned passage: maternal
6
live voicing and a recording of the mother speaking the passage. The
fetal cardiac response varied depending upon the format; however,
fetal movement did not. A minimal cardiac deceleration occurred in
response to live voicing compared to a cardiac acceleration in
response to the recorded format. This is the first study to show
differences in the fetal cardiac response to a passage spoken live
compared to a recording of the passage following a lengthy history of
controlled fetal exposure to the multimodal characteristics of maternal
speech. Given the differential response to a live voicing compared to a
recorded format, future study that incorporates lengthier exposure to
the multimodal characteristics of maternal speech may be warranted .
 Title: Engaging elementary students in higher order talk and writing about text
Author: Debra S Peterson
URL: https://doi.org/10.1177/1468798417690918

Date: February 7, 2017

Article:
The purpose of this article is to describe higher order talk and writing
about text with seven and eight year old students. Much research has
been conducted with intermediate and secondary students but less is
7 known about higher order thinking with primary grade students.
Participants in this study included all second and third grade teachers and
students in 23 schools across three years. Teachers were observed three
times each year. Qualitative analysis of the observational field notes was
conducted using the constant comparative method. The results were
used as formative data for teacher reflection and professional learning.
The types of higher order questions that most commonly produced higher
order responses from students included questions on (a) theme, (b)
character interpretation and (c) relating the text to one's life. Student-led
discussions also produced student talk and writing that was at a higher
level than that produced by students during teacher-directed recitations
Title: Serial-Position Curve of Verbal Learning after Prolonged Practice
Author: E. Rae Harcum Edwin W. Coppage
URL: https://doi.org/10.2466/pr0.1965.17.2.475

Date: October 1, 1965

Article: This study investigated the effect of prolonged practice on the serial-
position curve of learning. Thirteen Ss learned to a criterion of two perfect
recitations by the anticipation method 12 different serial lists of 10
8
nonsense syllables, one list being learned each day. The hypothesis was
that the skewness of the serial-position curve is produced by S's span of
immediate memory. The prediction was that an increase in the memory
span due to practice would cause an increase in the skewness of the
serial-position curve. The skewness of the serial-position curve did
increase with practice as predicted, but internal relations in the data
implied a causal mechanism which was unrelated to memory span.
Instead, Ss improved in the use of a strategy which employed the first
serial item as an anchor item for directing learning.
Title: Speech Self-Monitoring in Preschoolers: The Effects of Delayed Auditory
Feedback on Recitation
9 Author: Lawrence V. Harper
URL: https://doi.org/10.2466/pms.2000.90.3c.1157

Date: June 1, 2000 

 Article: 39 3- to 6-yr.-old children counted to 10 or recited the alphabet with
normal auditory feedback, and delays of 150, 350, and 550 msec. There
were no age differences. In addition to affecting rate of speech, delay
differentially influenced the prosody, intelligibility, and content of
utterances. For both tasks and all delay intervals, delay slowed speaking
and produced more prosodic disturbances than no delay. More
disturbances of intelligibility occurred at the 350- and 550-msec. delays
than under no or 150-msec. delay. Disturbances in the content of
counting were greater than in the no-delay condition but did not differ
across delays. For alphabet recitation, disturbances in content under
delay were greater than under no delay and were greater at 350 and 550
msec. than at 150 msec. Thirty-four children lost track of what they were
doing; 10 articulated confusion. Children as young as 3 years of age
concurrently self-monitor their speech for content.
Title: Performance of at-risk students in dynamics following a statics class with
additional recitation time
Author: John Burkhardt
URL: https://doi.org/10.7227/IJMEE.0016

Date: May 25, 2015 

Article: Comparisons are made between the final exam and final course grades
of at-risk students in dynamics who took one of two versions of the same
statics course. A standard version of the statics course met 3 hours per
1 week over the course of a 15-week semester, while a second version met
0 4 hours per week. During the 11-year timeframe covered by this study,
the 4-hour statics course was populated by students identified as ‘at risk’
using an informal screening procedure. For comparison with this group,
using the same enrollment data, a second group of at-risk students was
identified from the 3-hour statics class using a more formal screening
procedure, based on logistic regression. A performance comparison of
the two groups shows that the extra contact hour had a minor, statistically
insignificant effect on student final exam and final course grades in
dynamics. As a result of this study and a related study examining the
effect of additional class time on statics performance, the 4-hour statics
class is no longer offered.