Rehearsal Strategy

Most students spontaneously use rehearsal to some degree when attempting to memorize information, and their use of rehearsal increases in frequency as they grow older, from first grade through college [1]. Unfortunately, teachers seldom help students use rehearsal to memorize target information even when it would be very effective in helping them learn it [2]. Some students exhibit a "production deficiency" in rehearsal in that they seem to know how to use rehearsal, but they fail to apply it spontaneously in situations where its use would greatly increase their recall knowledge [3].
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SUMMARY GUIDELINES FOR USING A REHEARSAL STRATEGY

STEP ONE: ENCODE TARGET INFORMATION
Tell or show students the target information and help them tell or show it back. Provide guidance.

REHEARSAL TASK
Use one of three types of rehearsal tasks.
1. Repeating (Use with discrete pieces of target information.) Present each piece of target information to students and have them repeat it back a number of times.
2. Answering Adjunct Questions (Use with target information in discourse form.) Have all students answer adjunct questions about the target information while or after they see, or hear or read it.
3. Taking Notes (Use with written or spoken discourse.) Have all students write brief descriptions about what they are hearing or reading, and then reorganize it.
REHEARSAL GUIDANCE
While students are performing rehearsal tasks, focus their attention on the target information, and provide them confirming and corrective feedback.

STEP TWO: PRACTICE RETRIEVING TARGET INFORMATION
Have all students retrieve the target information from long-term memory repeatedly and correctly. Provide guidance.

RECALL-PRACTICE TASK
Use activities that require students to retrieve the target information frequently.
RECALL-PRACTICE GUIDANCE
During and after all students perform the recall-practice task, confirm their adequate retrieval of target information, and correct their inadequate retrieval. Vary the explicitness of guidance.

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1. (For example.) Flavell, J.H., Friedrichs, A.H., & Hoyt, J.D. (1970). Developmental changes in memorization processes. Cognitive Psychology, 1, 324-340.
2. (For example). Allred, R. (1977). Spelling: The application of research. Washington, DC: National Education Association.
3. Flavell, J.H., & Wellman, H.M. (1977). Metamemory. In R.V. Hall, Jr., & Hagen (Eds.) Perspectives on the development of memory and cognition. Hillsdale, NJ: Erlbaum.