With over two decades of teaching experience and a PhD in literacy education, I’ve seen firsthand the transformative power of repetition. It’s not just a strategy; it’s a cornerstone of effective teaching. Students thrive when they’re given opportunities to revisit skills—especially those that require explicit instruction. Why? Because repetition is the key to mastery, retention, and confidence. Let’s delve into why this approach is so essential and how research supports its implementation.
The Science Behind Repetition
Repetition strengthens neural pathways in the brain. When a student practices a skill repeatedly, it reinforces the connections in their brain, making the process more efficient over time. This concept, known as neuroplasticity, highlights our brain’s ability to reorganize itself through practice. Studies like those by Sousa (2017) show that repeated exposure to information helps build stronger neural networks, resulting in more automatic recall.
This is particularly crucial for foundational skills like decoding in reading or basic math operations. Without fluency in these areas, students may struggle with more complex tasks. For example, automaticity in sight words allows a reader to focus on comprehension rather than decoding every word.
Why Repetition Matters for Struggling Learners
For students with learning challenges, repetition isn’t just beneficial—it’s necessary. Explicit instruction paired with repeated practice ensures that learners have multiple opportunities to internalize skills. Research by Archer and Hughes (2011) underscores this, showing that struggling students need more structured repetition to overcome barriers.
Spaced repetition—where practice is distributed over time—is particularly effective for retention. This approach counters the “forgetting curve,” a concept first introduced by Ebbinghaus (1885). When students revisit skills at regular intervals, they’re more likely to retain information long-term.
Building Confidence Through Practice
One of the most rewarding aspects of repetition is the confidence it instills in students. When they revisit a skill and see measurable progress, their belief in their abilities grows. This aligns with the theories of Ryan and Deci (2000), who argue that competence is a key driver of intrinsic motivation.
Take reading fluency as an example. A student who initially stumbles through a passage may feel discouraged. However, with repeated practice and feedback, they gain confidence and eventually read with ease. This sense of accomplishment not only boosts their self-esteem but also motivates them to tackle new challenges.
Practical Applications in the Classroom
To integrate repetition effectively, consider these strategies:
Spaced Practice: Spread out practice sessions over days or weeks to reinforce learning.
Cumulative Reviews: Regularly revisit past material alongside new content.
Varied Practice: Present the same skill in different contexts to deepen understanding.
Feedback Loops: Combine repetition with timely, constructive feedback to correct errors and reinforce success.
Research-Backed Benefits of Repetition
Here’s a summary of the key benefits supported by research:
Retention: Spaced repetition enhances long-term memory (Kang, 2016).
Automaticity: Repeated practice builds fluency and reduces cognitive load (LaBerge & Samuels, 1974).
Skill Maintenance: Prevents skill decay over time (Bahrick, 1984).
Confidence: Repetition fosters a growth mindset by allowing students to see progress (Dweck, 2006).
Final Thoughts
Repetition is more than “drill and kill.” It’s a deliberate, research-supported method to help students achieve mastery. By embedding repetition into your instruction, you’re not just helping students learn—you’re empowering them to succeed.
As educators, it’s our responsibility to ensure that no student is left behind. Repetition is one of the most powerful tools in our arsenal to make that happen.
References:
Archer, A. L., & Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching.
Ebbinghaus, H. (1885). Memory: A Contribution to Experimental Psychology.
Sousa, D. A. (2017). How the Brain Learns.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
Kang, S. H. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction.