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Retrieval practice enhances learning of short passages, but its effectiveness for authentic educational materials such as textbook chapters is not well established. In the current experiment, students studied a 40-page textbook chapter on biology. Retrieval practice with correct-answer feedback was manipulated within subjects: some questions appeared only after a chapter section, others only after the whole chapter, and yet others at both times. Two groups served as controls: the reread group read the feedback presented in the retrieval practice condition, and the other group simply read the chapter once. Students took a final test two days later. Practicing retrieval resulted in greater recall relative to the two control groups. On the final test, the two single testing conditions produced comparable benefits, but testing twice produced the greatest benefit. Retrieval practice is effective in learning from authentic text material and placement of the initial test does not matter. [ABSTRACT FROM AUTHOR]