University of Kwazulu-Natal

Reading The Same Book Multiple Times Armani Talks

Bonisiwe Shabane
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reading the same book multiple times armani talks

There are readers who read the same book multiple times. If you read it once, why read it again?? I would ponder this question as I watched reruns of Everybody Loves Raymond. Used to watch that show so much that I had plenty of the lines memorized. But the younger me didn’t catch the irony of watching the same sitcom over and over again. There are readers who read the same book multiple times.

If you read it once, why read it again?? I would ponder this question as I watched reruns of Everybody Loves Raymond. Used to watch that show so much that I had plenty of the lines memorized. But the younger me didn’t catch the irony of watching the same sitcom over and over again. There’s something unique about people who read the same book more than once. It’s more than just a love for the story, characters, or author.

Psychology suggests it speaks volumes about their personality traits. If you’ve found yourself drawn to the same pages time and again, it could be about more than just revisiting a favorite tale. Reading the same book multiple times might actually be a sign of seven distinctive traits. In this article, we’re going to delve into what those traits are and how they shape your reading habits and possibly even affect other aspects of your life. So, let’s go on this journey together, unearthing what your bookish tendencies might be revealing about you. Any parent who owns a copy of Goodnight Moon knows that there are some books children can listen to over and over (and over!) again.

Teachers know this, too. Knuffle Bunny. Click, Clack, Moo. Amazing Grace. These books never grow old. Children seem to feel for Trixie, root for those cows, and cheer Grace on with the same amount of enthusiasm whether it’s the first or sixth time they hear the story.

As teachers, we might groan a bit about reading the same book multiple times, but there are good reasons why children like it. Hearing the same story again and again feels safe and secure. The words, pictures and even the intonation and expression of the reader is predictable and comforting to children. Familiar books are like old friends. Children light up when they encounter a favorite from kindergarten on the shelf of their new first grade classroom. Rereading favorite books is not just enjoyable for children, but helpful, too.

Children learn through repetition. A study on language acquisition found that children pick up new vocabulary quicker from repeated readings of the same book than when they encounter the same words in different new texts (Horst, Parsons &... Multiple readings of the same book support them as they learn new words, phrases and sentence structures. When we reread books together, our conversations around them get richer and richer. Our understanding deepens as we get to know the characters better and notice new things in the story. The focus shifts from understanding what is happening in the story to big ideas around author’s message and theme.

Researchers found that children’s responses to questions during rereading grow in variety and complexity. They are able to make more associations, judgements and elaborative comments. (Morrow, Frietag & Gambrell, 2009) The stories that we read aloud multiple times become the familiar stories that children love to read on their own or with a partner. Knowing a book well increases children’s confidence and engagement. Stock your library with favorite familiar read alouds.

The children will flock to these books eager to use what they know along with new reading skills they are acquiring. When children read, retell or recite a familiar book they are using skills beyond simple memorization. They are practicing many reading strategies as they use picture clues to support pacing, comprehension, and problem solving. (Collins and Glover, 2015) Perhaps the most significant advantage of repeated reading is the development of language skills. According to a study by Hsin et al.

(2020), reading the same book multiple times helps children learn new vocabulary and reinforces their understanding of sentence structure, syntax, and grammar. By reading a book multiple times, these elements become more familiar which supports children’s retention and deeper understanding of language. This is particularly beneficial for young children because it helps them connect spoken and written language, building their linguistic foundation from an early age (Hsin et al., 2020). Reading a book multiple times offers social and emotional benefits as well. Hearing a favorite book multiple times provides children a sense of comfort and security which can support them to navigate emotional challenges and build empathy. For example, stories with themes of friendship, conflict resolution, or personal growth offer children tools for understanding their own emotions and relate to others (Vukovich et al., 2023).

Finally, repeated book reading builds familiarity which allows children to engage with it in various ways over time as they grow. Children often focus on a book’s pictures first, then they may follow the story or memorize parts of it, and then they may start to identify themes or motifs across different books. This progression enhances their critical thinking and analytical skills, preparing them for more complex narratives and learning experiences as they grow (Wang & Chang, 2022). As recent studies continue to demonstrate, the simple yet powerful practice of repeated book reading is a foundational element of early learning. It offers a variety of cognitive, linguistic, and emotional benefits to young children including strengthening language development, enhancing comprehension, fostering social-emotional skills, and promoting security with the reading process. Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center.

She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equitable strategies, and inclusive preschool classroom practices. Email her at hallma@iu.edu Once upon a time.. and another time… and another time.

Haven’t you ever noticed how kids love reading the same book over and over again? The familiar rhythm of the words and pictures on a page – it seems children never get tired of it! But, did you know multiple reads isn’t just something kids like to do, but it’s actually key to building language and literacy? So, should you really use your valuable class time re-reading the same book? Yes, you should! Next time you choose a storybook for your class, try reading your book three times using a strategy called START.

In just three read alouds, you can see your preschool and pre-K students go from merely listening to the stories, to understanding the characters and what they’re feeling – AND being able to communicate... The key is to let each of the three read alouds focus on a different learning objective. Each time you read the book with your students, try following this pattern: Welcome back. Just a moment while we sign you in to your Goodreads account. Memory is one of the most powerful elements of the mind.

And it is an aspect that can be worked out. Us humans for the most part do not have a memory problem. We are subconsciously pulling up memories from our past. But oftentimes, we fail to be able to CONSCIOUSLY pull up the memories. Whenever someone is trying to get back into reading after a long time, I recommend them to keep it simple. Reading at the same time every day adds predictability.

The nervous system loves predictability when picking up a new habit. If you’re reading in the morning one day, the evening one day, and not reading at all another day, then the nervous system is confused. Just like we brush our teeth as soon as we wake up, we can do other things in an autopilot way.

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