Definition
Rereading is an under-utilized strategy in teaching comprehension because many students don't understand how rereading can be different from the initial reading. However, there are ways to guide students through effective rereading. First, you can prove to students that rereading is valuable by giving them a short text and asking them to read it multiple times; this will help them see that their comprehension improves with each reading (Beers, 2003). Then, you can model your thinking as you reread a text to introduce to them to show them potential areas of understanding that did not occur the first time (Beers, 2003). Finally, you can give students specific tasks or assignments as they reread (Beers, 2003). Rereading is often used with students who are struggling readers or students who have a learning disability, but it can be a useful strategy for any young reader (Therrien, 2004).
Examples
One example of how to use rereading is the Pause-Think-Retell strategy outlined here.
The site states: "Encourage children to pause after each chapter; once or twice during a picture book; and after each section of a textbook. Show them how you stop, think, and then retell in order to monitor how much you recall. Point out that thinking and retelling reinforces remembering the text. If there is little recall, then reread and try to retell again."
This site identifies ways to incorporate partner activities or individual practice into the rereading strategy.
Link to Writing
Rereading can help learners process and recall textual information. This skill aligns with Grades 6-8 Writing Standard 9: "Draw evidence from literary or informational texts to support analysis, reflection, and research" (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p. 44). Students often utilize rereading to gain a better understanding of the text. That understanding can then be used to clarify questions in their mind and/or provide evidence for a larger research project, depending on their grade level.
Video Examples
Rereading is an under-utilized strategy in teaching comprehension because many students don't understand how rereading can be different from the initial reading. However, there are ways to guide students through effective rereading. First, you can prove to students that rereading is valuable by giving them a short text and asking them to read it multiple times; this will help them see that their comprehension improves with each reading (Beers, 2003). Then, you can model your thinking as you reread a text to introduce to them to show them potential areas of understanding that did not occur the first time (Beers, 2003). Finally, you can give students specific tasks or assignments as they reread (Beers, 2003). Rereading is often used with students who are struggling readers or students who have a learning disability, but it can be a useful strategy for any young reader (Therrien, 2004).
Examples
One example of how to use rereading is the Pause-Think-Retell strategy outlined here.
The site states: "Encourage children to pause after each chapter; once or twice during a picture book; and after each section of a textbook. Show them how you stop, think, and then retell in order to monitor how much you recall. Point out that thinking and retelling reinforces remembering the text. If there is little recall, then reread and try to retell again."
This site identifies ways to incorporate partner activities or individual practice into the rereading strategy.
Link to Writing
Rereading can help learners process and recall textual information. This skill aligns with Grades 6-8 Writing Standard 9: "Draw evidence from literary or informational texts to support analysis, reflection, and research" (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p. 44). Students often utilize rereading to gain a better understanding of the text. That understanding can then be used to clarify questions in their mind and/or provide evidence for a larger research project, depending on their grade level.
Video Examples
This instructor is teaching her entire class how to reread informational texts for specific information. She engages her students by asking questions and varying instructional methods. Sometimes they work in groups and sometimes they work independently to answer questions.
Rereading can also be beneficial for students when they are preparing to view the text from a different perspective. Students in this video clip are preparing for small group discussions about the book they are reading. The teacher has noticed a problem in their preparation and is showing her students how to utilize rereading strategies to correct the problem and enhance their small group discussions.