The Brain Science of Distributed Re-Practice: Reading Blocks

Boosting Reading Proficiency: The Case for Two or Three 90-Minute Reading Blocks for Struggling Readers at the Start of the School Year: The Brain Science of Distributed Re-Practice within a Two-Hour Window.

For many children, the process of learning to read is a challenging one, but for those who struggle, it can be even more difficult. However, recent research in brain science and learning has shed light on a promising approach to help struggling readers: the use of distributed re-practice within a two-hour window.

According to John Medina, a molecular biologist and author of "Brain Rules," the brain is designed to forget most of what it learns over time. This means that the key to retaining information is repetition and practice. However, the way in which we practice also matters. Research has shown that distributed practice, which involves breaking up learning sessions into smaller chunks with rest periods in between, is more effective for memory retention than massed practice, which involves cramming a lot of information into one long study session.

This same principle applies to reading proficiency. In fact, studies have found that struggling readers who receive two or even three 90-minute reading blocks per day can significantly improve their reading skills. This approach provides the necessary repetition and practice needed to strengthen neural connections and improve reading fluency.

But it's not just about the amount of practice, it's also about how the practice is structured. The science of distributed re-practice within a two-hour window suggests that it's best to space out reading blocks and include breaks between them. This allows for rest periods that help consolidate memories and strengthen neural connections, making it easier for the brain to retrieve information later on.

In addition to spaced practice, other strategies can be employed to enhance learning and memory retention. For instance, incorporating multisensory activities, such as using manipulatives or visual aids, can engage different parts of the brain and improve retention. Additionally, providing immediate feedback and positive reinforcement can motivate and encourage struggling readers to keep practicing and improve their skills.

In conclusion, boosting reading proficiency requires a multi-faceted approach that incorporates the latest research from brain science and learning. By providing struggling readers with two or even three 90-minute reading blocks per day, spaced out with breaks and incorporating effective learning strategies, we can help them strengthen neural connections and improve their reading fluency, setting them on a path towards success.

Our Outdated Factory Learning Model Harms Struggling Readers, Especially with the Use of Factory School Schedules.

The current school schedules may inadvertently punish students who struggle with reading because they do not allow for distributed re-practice over time, particularly re-exposure within a two-hour window. Research in neuroscience has shown that distributed practice, or spacing out practice sessions over time, can lead to more effective learning and retention. However, many school schedules are designed with large blocks of instruction time, which may not be conducive to this type of learning.


For struggling readers, this can be especially challenging because they may need more opportunities for re-exposure and practice to build their skills. Without the ability to practice and review material within a short time frame, they may struggle to retain what they have learned, and their reading proficiency may suffer as a result.

Therefore, it is important for educators and policymakers to consider the impact of school schedules on student learning and to explore ways to incorporate distributed practice into classroom instruction. By providing students with more opportunities for re-exposure and practice within a two-hour window, we can help struggling readers build their skills and improve their reading proficiency.

Here's a potential 4th-grade schedule for students who struggle with reading and incorporating the neuroscience of distributed re-practice over time:

7:00 AM - 7:30 AM: Arrival and Breakfast Students arrive at school and have breakfast together in the classroom to promote socialization and community building.

7:30 AM - 8:30 AM: Math Instruction Students receive math instruction, which is followed by practice problems and opportunities for questions and feedback.

8:30 AM - 9:30 AM: Language Arts Instruction Students receive language arts instruction, focusing on reading comprehension and vocabulary. The teacher incorporates techniques such as repeated reading and distributed re-practice to enhance memory retention and long-term learning.

9:30 AM - 9:45 AM: Snack and Brain Break Students have a short break to refuel with a healthy snack

9:45 AM - 10:30 AM: Language Arts Instruction Students receive language arts instruction, focusing on reading comprehension and vocabulary. The teacher incorporates techniques such as repeated reading and distributed re-practice to enhance memory retention and long-term learning.

10:30 AM - 10:45 AM: Snack and Brain Break Students have a short break to refuel with a healthy snack.

10:45 AM - 11:45 AM: ELA writing focus | Social Studies or Science Instruction Students receive instruction in social studies or science, engaging in hands-on activities to promote learning and retention.

11:45 AM - 12:30 PM: Lunch and Recess Students have lunch together in the cafeteria, followed by recess to promote physical activity and socialization.

12:30 PM - 1:30 PM: Language Arts Practice and Independent Reading Students engage in distributed re-practice of language arts concepts learned earlier in the day, followed by independent reading time to further enhance reading skills.

1:30 PM - 2:15 PM: Math Practice Students engage in distributed re-practice of math concepts learned earlier in the day, followed by practice problems and opportunities for questions and feedback.

2:15 PM - 3:00 PM: Specials Students participate in special activities such as art, music, or physical education, promoting creativity and well-rounded development.

3:00 PM - 3:15 PM: Clean-up and Dismissal Students clean up their workspaces and prepare to go home.

By incorporating distributed re-practice throughout the day, students are given ample opportunities to solidify their learning and retain information over time. Additionally, breaks for snacks and recess promote physical activity and socialization, which are essential components of overall well-being and academic success. The schedule also allows for a balance of different subjects and activities, providing a well-rounded education for students.