Learning & Study Skills
Beyond Re-Reading: Practice Remembering What You Learn
Updated
Achieve Education editorial update of the original article by Roger Nakata. Includes research sources and an illustrative study activity.
Re-reading can help you understand a passage or check a detail you missed. But recognizing a familiar sentence does not tell you whether you can explain it with the page closed. Add opportunities to retrieve and use what you learn, then check your answer against a reliable source.
What the evidence actually shows
In two experiments, Roediger and Karpicke (2006) asked students to study prose passages and either restudy or take free-recall tests. Restudying helped more on a test five minutes later. Earlier testing produced better retention on tests two days or one week later. That result supports retrieval practice for delayed retention in those conditions; it does not mean every test, learner, or subject will respond identically.
Roediger & Karpicke (2006): study abstract and publication record
The U.S. Institute of Education Sciences practice guide recommends spacing learning over time, using quizzes to revisit key content, and alternating worked examples with problem solving. These are complementary tools: a recall question can check a definition, while a new problem checks whether you can apply it.
IES: Organizing Instruction and Study to Improve Student Learning — The guide reports different evidence levels for its recommendations; it does not prescribe one universal review interval.
A worked example: turn one paragraph into a study loop
Suppose your notes explain the difference between a fixed cost and a variable cost. Here is one way to turn that paragraph into a study activity.
- Read to understand: read the explanation and its worked example. Look up any unfamiliar terms before testing yourself.
- Close the notes: write a short definition of each term and one example of your own. Mark anything you are guessing.
- Check and correct: compare your answer with the course material. If you confused the terms, write a correction in your own words and explain the difference.
- Apply: try a fresh question, such as which costs would change if a small shop sold more items. Check it against your teacher’s or textbook’s explanation.
- Return later: attempt the definitions and a different application question on another day before opening the notes. Revisit sooner if you cannot answer; adjust the next session to what remains difficult.
Keep a small record of what needs work
| Question | What happened | Next action |
|---|---|---|
| Can I explain the two terms? | I recalled one and mixed up the other. | Re-read the distinction, then explain it with a new example. |
| Can I solve a new problem? | I copied the worked steps but could not explain them. | Explain each step and try another problem with feedback. |
| Can I do this on another day? | Not checked yet. | Schedule a later attempt with the notes closed first. |
Do not interpret a difficult attempt as failure. It tells you where another explanation, example, or practice turn could help. Likewise, a confident answer is worth checking: repeating an error without correction is not the goal.
Choose practice that matches the task
Vocabulary, essay planning, calculations, and a practical demonstration call for different kinds of practice. Combine recall with the actual thinking your course requires. Your instructor’s feedback and the demands of the assessment can help you choose what to rehearse.
Achieve’s Holistic Learning Course is a separate educational product. You can use the study loop above without buying it; the cited research does not establish that taking the course causes a particular grade or prevents burnout.