-  Of the three groups (SSSS, SSST, STTT) there was no significant variance in how the subjects rated the readability of the passages. 
-  No differences were found between the reading scores of the groups.   Subjects in the SSSS and SSST conditions read the passage more times than the STTT condition.  Regardless of whether or not the conditions included studying or testing, the students reported no statistically significant results for how readable the passages were.  
-  Although the STTT condition read the passage less times than the conditions of SSSS and SSST, there was a constant trend of confidence reflected from the results of the questionnaire.  

University of Michigan - Ann Arbor

-  Subjects did not test but studied a passage four times, took one test after studying it three times, or took three tests after studying the material once. They all either took a final test five minutes or one week after their assigned condition. This time the researchers also set out to estimate how many times students in the different conditions actually read each passage.  
-  Keeping the passages constant, the sample size was increased to 180 Washington University undergraduate students.  The researchers were additionally interested in uncovering the students’ own predictions of how well their judgements will correlate with their performance.  
-  After the initial learning session, they included a questionnaire asking subjects to rate how interesting and readable they found the passage and, in the interest of gathering further data, how well they thought they would remember it on a test one week later. 
-  After a week in Experiment 2, sixty one percent of students in the repeated testing condition could recall more than forty percent of students in the repeated-study condition. 
-   Their discovery revealed a pattern between the two experiments: Long-term retention was stronger when the subjects were immediately tested after reading the prose passage as opposed to repeatedly studying the prose passage. The subjects who were re-studying the material experienced poor long-term retention, proving that testing has a powerful effect beyond the process of re-exposing students to material. It was discovered that repeated testing cultivates positive effects for a delayed test, although there are benefits to the repeated study of material shortly after learning

Experiment 2 Procedure: Test-Enhanced Learning

Roediger, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning. ​Psychological Science, 17​(3), 249-255. (Page 1)

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